Albany County School District No. 1 New Slade Elementary School Project Preliminary Schematic Design Attendees: Organization: Email: Jubal Yennie ACSD#1 Superintendent jyennie@acsd1.org Ed Goetz ACSD#1 Business Manager egoetz@acsd1.org Heather Moro ACSD#1 Principal Slade School hmoro@acsd1.org Ashley McKinney ACSD#1 2 nd Grade Teacher amckinney@acsd1.org Cari Warren ACSD#1 Title One Teacher cwarren@acsd1.org Connie Bassett ACSD#1 Music Teacher cjbassett@acsd1.org Chris Rothfuss Wyoming Senator chris.rothfuss@wyoleg.gov David Hansen Parent Volunteer dhanse21@uwyo.edu Dave Bennett ACSD#1 Director of Maintenance dbennett@acsd1.org Christopher Livingston ACSD#1 4 th Grade Teacher clivingston@acsd1.org Mary Thorsness ACSD#1 Trustee mthorsness@acsd1.org Steve Slyman Director of Individualized Instruction slymans@acsd1.org Ruth Castor ACSD#1 Board Member rcastor@acsd1.org John Weigel ACSD#1 Asst. Superintendent jweigel@acsd1.org Dan Odasz Plan One/Architects dodasz@planone.com Taylor Lee Plan One/Architects tlee@planone.com Ron Yount Plan One/Architects ryount@planone.com Distribution: All attendees and: Kathy Walsh Community Member klwalsh05@aol.com Kacee Schutterle Community Member kaceeks@hotmail.com Tony Czech Director of Technology and Comm. tony@acsd1.org Randy Hunt City of Laramie rhunt@cityoflaramie.org Kevin Troyer Terracon Environmental Services kmtroyer@terracon.com Mark McGuire Cator Ruma mmcguire@catorruma.com Joe Hall KL&A, Inc. jhall@klaa.com Greg Shavlik KL&A, Inc. gshavlik@klaa.com Craig Shavlik JLM Engineering cshavlik@jlmengineering.com Michael Miles H-C Design & Consulting michael@h-cdesign.com Summary: This meeting was held with the Design Advisory Group at the Slade Elementary School library. The purpose of the meeting was for the Design Team to present the preliminary schematic design to the group, which included a site plan, floor plan, and 3D imagery. The images of each are attached herein, including the design concepts there were discussed:
Page 2 1. Site Plan: The site plan incorporated the following design concepts: a. Vehicular Traffic: i. Bus Drop Off: The bus loop is located on the north side of the site, off of Reynolds Street. This allows the bus loop to be located closer to the school, near the dining room on the north side of the building. It also removes the busses off of Shield Street, which cleans up the site circulation and does not congest the site near the main entrance. ii. Parent Drop Off: The parent drop off is located near the main entrance, parallel to the K-1 wing. This is an ideal location, as parents will be very close to both the main entrance and the pre-kindergarten rooms. iii. Visitor Parking: The visitor parking is located on the south end of the site, next to the parent drop-off loop. It is positioned in a way so as to not cross pedestrian traffic on the parent drop off loop. It is still located
Page 3 near the main entrance, but off to one side of this area, which allows for a nicer front approach to the main entrance. iv. Staff Parking: Located in close proximity to Administration and Dining areas, the access to staff parking is off an arterial street along with deliveries and service access. Main traffic for these functions is kept separate from parent drop-off and visitor parking. b. Site Features i. Raised Bed Gardens: The garden will have southern exposure for optimal sunlight with close proximity to the entry for visual presentation. The location is also close to Dining for healthy eating demonstrations and interactive opportunity. ii. Natural Amphitheater: Just outside the Administration area, the double-purposed fire lane access is visually enhanced without impeding on access for site maintenance and the fire lane. This is also a viable exterior classroom learning experience. iii. Exterior Courtyards: Outside each wing there are protected areas for outdoor learning, passive activities, and exterior dining opportunities. These can minimize outdoor play distractions for classrooms while experiencing an outdoor environment. c. Playgrounds i. Locations: Pre-Kindergarten and Kindergarten playgrounds are located near the K-1 wing. Age appropriate separated play spaces create segregated use of the site area. ii. Perimeters: The entire area is secured by a perimeter fence. A tree windbreak and raised berm protect from prevailing west winds in the area. The tree line and berm will be positioned in a way to not compromise the view from the street for authorities. 2. Floor Plan: The floor plan incorporated the following design concepts: a. Specialty Rooms i. Science 3D Exploratorium: This space is located near dining for expanded lessons and displays. It also features exterior access for exterior learning opportunities. b. Corridors i. 3-Wing Concept: This allows for shorter corridors for all grades, with efficient use of space. The wings are separated into K-1, 2-3, and 4-5 for age appropriate separation. Each wing will feature various pull-out spaces (cul-de-sacs) for PLC s and other various team teaching uses. c. Solar Orientation i. Wings: Each wing rotates an average of 15 degrees from south for optimal solar orientation. This will allow for proper daylight, reduced late afternoon glare, and low solar heat-gain from the west.
Page 4 d. Entries i. North: This entrance is located off the bus loop for drop-off and close proximity to the dining for the breakfast program. There will also be direct access to the west courtyards and playgrounds. ii. South: The Main Entry is directly off the drop-off loop. The administration area is located adjacent to the front entrance for enhanced supervision. There is also a security vestibule for controlled entrance to the facility. iii. East: The staff parking area, located to the east of the facility, will have several entrances into the building. There will be a direct corridor that leads to the front office administration area, and another entry that will lead through the dining area and into the main mall. iv. Pre-K and Kindergarten: This separate entry is adjacent to the drop-off loop and is set apart specially for this age group. e. Central Mall i. Concept: This raised spine runs through the length of the building with clerestory natural light infiltrating all the way through. Roof top units are screened from view, located strategically at each wing on flat roof areas. ii. Spaces: Shared space and multi-use areas are located throughout the central mall for equivalent access from each wing. iii. Administration: This administration area is located with good visual observation of the central area, entrance, and front parent drop off.
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Page 6 3. 3D Imagery: The first 3D imagery of the school was presented to the group. The following design features were discussed: a. Front Entrance: The front entrance will be situated directly off the parent drop off loop, and will be a raised form to denote entry. The raised spine will continue throughout the central mall in order to provide adequate volume within the multi-use areas, as well as allow for natural daylight entering in from the clerestory windows. b. Wing Design: The current design includes gable forms on each wing, as they are an efficient method and blend well with the surrounding architecture in the area. This will also allow for the potential of covered roof top units on the roof in order to protect them from the weather. c. Materials: Although still quite early in design, the current thought is to use durable materials such as brick veneer and steel paneling.
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Page 8 4. Closing Comments: The group was asked to offer one item to the group that was of importance to them: a. Movable Wall at Music Room: There is initial concern over having an operable wall at the music room due to sound transmission to adjacent spaces, however this should be alleviated based on careful planning of neighboring areas and construction methods. b. Teacher Input: The group appreciated being heard and seeing the design begin to take shape based off of teacher and staff input. c. Cul-De-Sacs: The teaching staff realized the importance of the cul-de-sac and how important the design of them will be for proper utilization and efficient use of space. d. Planning for the Future: It is very important to plan for the future; not only for each wing having available room to grow, but other spaces as well, including the dining room and kitchen. e. Built In Scalability: In regards to future growth, having a scalable plan that can grow with the population is of great importance. f. Responsiveness: The group appreciated the quick response of the design group. g. Bus Loop: It was mentioned that the bus loop location must be part of the 9 total developed acres on site. h. Special Education: The group had questions about the amount of special education space that was shown. The design team mentioned that the floor plan is still schematic and not all spaces were shown, but they will all be accounted for on future plan iterations. i. Similar Schools: One individual mentioned that the school resembled the Indian Paintbrush school in Laramie, but with 3 classroom wings. j. Parking: The committee is very excited about the amount of available parking that the new facility will have. k. Daylighting: The team loves the idea of natural daylight at each classroom, including the central mall area at the center of the school. Conclusion: One major question the group had was assurance that there would be adequate room for each space on the facility list. As the plan that was presented was still fairly schematic and did not detail the rooms in full, Plan One/Architects assured the group that each space on the facility list would be accounted for. After this meeting took place, the Design Team was able to meet with Heather Moro for a focused workshop dealing with the revised floor plan. Plan One was able to input all spaces and their appropriate sizes from the facility list. The items discussed will be more detailed in the minutes from that meeting. If any of the above information is believed to be incorrect or incomplete, please notify Plan One/Architects as soon as possible. Minutes by: Taylor Lee, AIA