minuteman regional vocational technical school

resPonse to reQuest For Designer services18 JAnuArY 2013

MINUTEMAN r e g i o n A l v o c A t i o n A l t e c h n i c A l s c h o o l

Response to Request foR DesigneR seRvices18 JanuaRy 2013

Minuteman Regional Vocational Technical School-2-

DeMogRapHics

Minuteman Regional is a grade 9–12 technical high school drawing its enrollment from 16 member and a variety of non-member communities. Of the non-members, Waltham, Watertown and Medford (known as “The Big 3”) account for a large share of applications. For example, applications for 2010-2011 were divided as follows:

From the 16 members .......................155 From “The Big 3” ................................. 53 from other non-members ................. 95 total ....................................................303

Looking at these numbers, applications, and presumably enrollment, are almost equally divided between member and non-member students, an unusual situation potentially leading to conflicting goals. The school’s funding stream then has two almost equal components and costs are covered by a combination of member assessment and non-member tuition.

t H e s i t u a t i o n

BiRtHs, K-5 enRollMents anD enRollMent By gRaDe - lexington puBlic scHools

enRollMent pRoJections

A 2011 NESDEC Facility and Capacity Analysis notes enrollment at 634 students in Grades 9 – 12 and an additional 120 post-graduate students. (The post graduate program must be distinguished from “adult ed”, since it occurs during the normal academic day and therefore cannot “dual utilize” space with 9 – 12 programs.) In addition the school hosts other evening and weekend continuing education classes and a wide variety of community functions and programs. These functions are deemed critical to the school’s mission, not to be compromised, and therefore produce a utilization factor higher than what might be inferred when comparing the facility’s gross area of 310,000 square feet with the grade 9 -12 enrollment numbers. While NESDEC computes a maximum facility capacity of 1011, enrollment projections show a peak Grade 9 population of 295 in 2018 – 2019 with only gradual decline thereafter. Based on this information, it can be seen that the maximum capacity of the facility could be exceeded by demand in this time frame.


site oBseRvations

The main driveway begins at the intersection of Marrett Road and Mass Ave in Lexington (east side) with a secondary driveway from North Great Road in Lincoln (north side). A loop road surrounds the school and parking lots and connects the site’s entrances and athletic fields, and leads to the front door facing south. The school is surrounded by resource areas–a perennial stream west of the school, wetlands to the north and east, and a vernal pool to the southwest.

site oppoRtunities & constRaints

While the distribution of natural resource areas around the site restricts construction activities in several locations, these areas offer other opportunities. Maintaining and re-establishing buffer zones around resource areas encourages water quality improvement, re-introduction of wildlife habitats, and opportunities for outdoor classrooms. NOTE: all resource areas need to be field verified and some types of improvements are allowed within buffer zones, with approval.

site access anD ciRculation

The entry drive experience could be improved and clearly direct visitors to the front door. Bus circulation and parking for staff, students and visitors could be clarified and have major pedestrian connections with the school and its athletic fields. A series of smaller parking lots surrounding the school could mitigate possible loss due to building expansion. Shops that utilize outdoor areas should be located in proximity to circulation.

site leeD oppoRtunitiesRoof runoff, stormwater treatment and site maintenance practices offer demonstration opportunities for the future professional lives of the students.

outDooR pRogRaMsThe athletic fields could be improved with grading, drainage and turf, plus amenities such as bleachers, lighting and signage considered. Outdoor programs should be allocated appropriate space with the necessary vehicular access and visual considerations. Student gathering areas promote community building.

possiBle BuilDing expansion / ReplaceMentThe construction areas that do not impact resource areas and buffer zones are centrally located.

aestHeticsDesign the site for program, function and aesthetics to promote pride and microclimate control.

t H e s i t e


oppoRtunities anD constRaints of tHe existing pHysical plant

Minuteman, as the pure expression of a concept, is quite an impressive piece of design. However, impressive concepts can have disadvantages, as proven by the soon discredited “open classroom” concept of the ‘70’s. Similarly, as we heard on our recent tour, Minuteman’s open Trades Hall quickly proved to be an acoustical impossibility – operate a planer in woodworking and instruction in adjacent shops ceased. Partitions have now been erected to provide at least a modicum of sound attenuation.

As the Siemens Report acknowledges, continued use of the building must consider the replacement of most envelope elements: roof membrane and all underlying construction down to the deck, roof drainage, blocking, insulation; the insulated metal siding panels; all windows; all exterior doors.

Internally as well, there is a long list of needed work, much of it to meet present code requirements. Information systems infrastructure must be brought to 21st-century standards and any large-scale project will trigger the need for an automatic fire protection system. That said, the recent upgrades accomplished under the ESCO program - new HVAC system components, controls, and new main switchgear - provide a vastly improved mechanical and electrical core. A future project can complete the upgrades with new rooftop air-handling equipment including heat exchanger technology, and extension of the DDC system to remaining pneumatic control zones.

In terms of potential adaptation and reuse, the present Minuteman facility presents an intriguing combination of very strong opportunities and major constraints.

t H e B u i l D i n g

Parker Middle School in Taunton, MA


Daylighting can be brought into the third floor by Daylighting Monitors which are complemented by internal corridor windows. The classroom benefits from diffused light is well documented. To get light to the main and second floor, we will look for more opportunities for light wells. An example of a daylighting monitor has been shown to the right.

CONCEPT - AIncreasing day-light throughout the building

East/West Clerestories & Baffles

SkylightsEliminate Ext. passages & Add Windows

Lightwells

3RD FLOOR

2ND FLOOR

1ST FLOOR

aRguMents foR aDaptive ReuseUtilizes and preserves embodied energy in existing construction, “greenest” response

Land for new construction may not be available due to wetlands

New foundation and floor design may be expensive due to high site water table

$5 million recently invested in mechanical and electrical system components

Strong building plan should be adaptable to suit new needs (This will be determined by the study)

Swimming pool cannot be recreated with MSBA participation/funding

Depending on agreed-upon enrollment, MSBA will likely limit area of new building to significantly less than that of present building

aRguMents foR a neW facilityCan be designed specifically for organization and program most supportive of Minuteman’s vision and mission

Closer integration of career and academic spaces can reflect latest educational best practices

All building and building system components can be new, state-of-the-art systems

More options for energy savings, sustainable design responses

Program may be able to include slope-floor auditorium with full stage and stage house


tailoRing tHe plan to MatcH tHe pRogRaM

Minuteman’s career track programs are divided into 5 clusters, with a 6th proposed to include technical theater arts when launched. Imagined in a most rational way, the building would support the paths in each cluster in adjacent spaces, with each cluster occupying a defined building zone. Our design for the new Essex North Shore Agricultural Technical School (ENSATS) does this, adding dedicated administration, counseling and even dining/gathering space to each cluster’s “home base” to create a true stand-alone learning community. Minuteman’s floor plan often provides for the career cluster spaces to be grouped. During the Feasibility Study (FS), we will look for opportunities to strengthen these connections and to include academic, support and other types of use within the cluster areas. As with all technical schools, Minuteman’s career programs constantly evolve to more accurately reflect industry trends and standards, thereby preparing students more effectively to join the workforce. One of the primary goals of the FS will be to identify needed improvements to present career path spaces, equipment and pedagogy, and also determine which areas – existing and new - have the most potential for future growth. This analysis is already well begun and several new career paths have been identified for investigation.

Some of the proposed programs may be better accommodated in new, purpose built construction. Animal Sciences would blend quite seamlessly into the Bio-Sciences cluster, if the curriculum focused on theory and/or small (lab) animal care. However a course in equine studies or companion animals would be a harder fit, likely requiring new outbuildings and considerable dedicated site area. Criminal Justice could easily be accommodated in existing spaces once the program is developed and recognized under Chapter 74. Technical Theater Arts will be difficult to teach without a stage and back-of-stage, complete with fly loft and rigging, curtains, lighting and sound equipment. It is possible that such a facility could be incorporated into a new wing attached to the present structure. A less ambitious possibility would be to build a stage and fly loft within the present flat floor gathering space, perhaps penetrating the roof. (In either case there is a fair chance MSBA would exclude the cost from its reimbursement calculations.) Alternatively, this program might be able to go off site, by engaging surrounding communities and theater groups like the Waltham’s Reagle Players or the Vokes Theater in Lincoln.

t H e p R o g R a M

ConCept - BConsolidated CTE Clusters

Bio-SciencesTheater Arts

Engineering TechnologyBusiness & Information Technology

Human & CommercialConstruction & Transportation

acaDeMics acaDeMics

acaDeMics acaDeMics

acaDeMics

acaDeMics

aDMinistRation

3RD FLOOR

2ND FLOOR

1ST FLOOR


essex noRtH sHoRe agRicultuRal tecHnical scHoolAn Example of how a school can be designed with Career Clusters

Essex North Shore Agricultural Technical SchoolLower Level Floor Plan

February 1, 2012Hathorne, Massachusetts

Essex North Shore Agricultural Technical SchoolUpper Level Floor Plan


Essex North Shore Agricultural Technical SchoolMain Level Floor Plan


Essex North Shore Agricultural Technical SchoolLower Level Floor Plan


loWeR level flooR

MAIN DINING

GyMNASIUM

AUTOMOTIVE

tecHnology & seRvices acaDeMy

life & natuRal sciences

constRuction tecHnology

CONSTRUCTION

aniMal & plant science acaDeMy

uppeR level flooR

MEDIA CENTER

FLExIBLE LEARNING

TyPICAL SUPPORT CLUSTER

Main level flooR

DISTRIBUTED DINING

GREEN HOUSE

TyPICAL ACADEMy

OFFICE

MAIN ENTRy

ACADEMy ENTRy

ACADEMy ENTRy

RESTAURANT

FITNESS & TRACk


B e s t p R a c t i c e s - 2 1 s t c e n t u R y t e c H n i c a l & v o c a t i o n a l e D u c a t i o n

expeRiential leaRning

In our programming and design of technical high schools, we have had the opportunity to consult with several visionary educators, including OSU’s Dr. George Copa, developer of New Designs for Learning and more recently High Tech High’s David Stephen, concerning the alignment between the basic mission and teaching model represented by the technical curriculum and emerging thought on best educational practices as applied generally. In plain terms, the tech ed schools already have in place many aspects of the experiential learning environment that has become recognized as a preferred teaching and learning paradigm for all types of education.

Working with David Stephen on ENSATS, we sought to move another step forward by achieving further integration between the trade and career preparation curriculum and the academic curriculum. Faculty and administration representatives were engaged in workshop sessions to

Manchester 9th Grade Academy, Manchester, CTWoodworking Classroom adjacent to Academic Classroom and visible through glass wall partition.

imagine an environment where the boundaries between career and academic course material were blurred and permeable.

To achieve the desired integrated learning experience (where, for instance, the study of a fuel-injection system in Auto Tech is supported by the study of Bernoulli’s Theory in Physics which in turn leads to a module on the origins of flight in History) is clearly a large task, involving careful curriculum planning, with teachers in academic and career disciplines working closely together. To foster this relationship and provide a physical framework for the kind of education desired, ENSATS’ academies each contain a blend of career and academic spaces, often directly adjacent to each other. To the extent this pattern can be achieved either by replanning the existing Minuteman facility or in a new design, it should be strongly considered.


ConCept - CCreating a New Auditorium Adjacent to the New Theater Arts Cluster

ConCept - DConsolidated Public and Activity Areas

RAISE ROOF FOR NEW FLy LOFT

auD/Mp &stage

Reloc.MeDiacenteR

NEW THEATER ARTS CLUSTER

ADMINISTRATION

GyM

PINE

BAkE

CHILD CARE COSMETIC COMM. ED

RETAILMEDIACENTER

AUD/MP

GIRLS

POOl

BOyS

kITCHEN/CUL.

CAFETERIA

HEALTH & FITNESSCOPy CTR.

Main entRyGREEN HS

MUSIC

MUSIC

MUSIC

3RD FLOOR

2ND FLOOR

1ST FLOOR

3RD FLOOR

2ND FLOOR

1ST FLOOR

ENTRy


ConCept - e First Thoughts on Re-organizing Academic Areas

ConCept - FDistributed Admin, Academics and Science/Technology

aDMin

science & engineeRing

GLASS WALL INFILL TO IMPROVE ACOUSTICS

DispeRseD teacHeR planning (passive supeRvision)

RE-LOCATE ACADEMICS

englisH social stuDies

science

Flexible Learning

tcHRplng

SMALL LEARNING UNITS

science/tecHnology coRe

Allows for Flexible Organization• Departmental structure• STEM and or STEAM learning model• Teaming opportunities• Flexible learning spaces that support project-based

learning

aDMin

science

science

science science

science

science

science

science

science

gc gc

gc gc gc

gc gc

gcgcaDMin

3RD FLOOR

2ND FLOOR

1ST FLOOR

VERTICAL DEPARTMENTS

HORIzONTAL TEAMS

2ND FLOOR



sMall leaRning coMMunities

Another cornerstone of current educational best practices is the model of small educational units, where a group of students, teachers and, often, administrators and support staff remain together over time. In this model, identity and identification are promoted and academic and social achievement both respond positively. A standard for middle school education for several decades, this model is seen less frequently at the high school level. Nevertheless, its advantages are obvious. Again, technical high schools have a head start, since most are already divided into related career clusters, each forming a natural grouping of like-minded students.

Minuteman presents multiple opportunities to achieve closer connections, a richer use mix and more discreet and self-contained units. There are also clear opportunities to create STEM clusters, or teams that span the full range of core academics and/or micro-team learning units that may combine and separate as needed. We will consider these possibilities as we seek the most suitable model for Minuteman’s specific present requirements and future aspirations.


spaces to suppoRt pRoJect-BaseD & inteRDisciplinaRy leaRning

Evidence suggests that interdisciplinary, project-based learning is effective in building deep content understanding, raising academic achievement and encouraging student motivation to learn. It is evident that the educators at Minuteman support this thinking and are looking for more ways to create and integrate this model in the current curriculum. To promote this type of learning, we look to incorporate design features such as breakout spaces and alcoves in hallways, dispersed teacher planning rooms with strong visibility and inter-connection, and select classrooms and academic spaces.

1| Sloped ceiling allows for mechanical unit space while maximizing the effects of daylight

2| Windows for performance and natural light that is incorporated with sensors and multiple switching and controls

3| Flexible learning alcove utilizes the corridor to create additional classroom space

4| Dispersed teaching walls for group work and flexible learning spaces

5| Integrated technology ▪ full wireless and student tablets

2 5

4

1

3

6


spaces tHat pRoviDe flexiBility

There are two major focuses of flexible design in the NMRHS plan. First, the enrollment has recently declined and there is a question as to where it will trend in the future. We recognize this will be a continuing point of discussion, and it should be thoroughly considered by both the District and the MSBA. One possibility is to design the core spaces for a larger enrollment and design the academic wings so that additions can be added to support classroom needs beyond the MSBA-certified enrollment of 870. Additionally, there should be flexibility for a changing organizational structure of the school. While NMRHS currently operates in a departmental structure, current or future educators may want to move to a different form of organization such as a house system. Our concepts reflect this flexibility.


SMALL GROUPINGS MEDIUM GROUPINGS

LARGE GROUPINGS LECTURE ARRANGEMENT

PROJECT ARRANGEMENT DEBATE ARRANGEMENT

flexiBle classRooM Design

A key element of 21st Century School design is the creation of Flexible Classrooms. This term refers to classrooms that are configured and equipped so that they are readily adaptable to different approaches to instruction, including lecture mode, small group arrangements, project arrangement, seminar arrangement and others. The success of the Flexible Classroom is dependent on the configuration and detailing of the room itself and on the use of furnishings and movable equipment.

The diagrams below represent a prototypical classroom in a variety of arrangements that accommodate different teaching and learning styles. They take on the following sociological groupings: small, medium and large, as well as varied arrangements: lecture, debate, project, etc.

Each of these layouts rearranges the same furniture (all mobile);

12 folding student desks +24 chairs

4 trap-tables + 12 adjustable stools

4 standing –height individual desks

2 teacher/tutorial desks

1 teacher + 4 soft cylinder seats

6 piece sectional couch

2 mobile marker boards

3 large storage units

1 project/supply tray unit

flexiBle classRooM layouts

It is important to remember that 21st Century Schools demand, quality lighting, air (IAQ), thermal comfort and comfortable seating must be provided, but most important, is the ability to control it within the room and, as much as possible, for varied user preferences.


DispeRseD science/tecH ▪ Promotes interdisciplinary teaching

classRooM clusteRs ▪ Around flexible learning alcoves ▪ Select operable partitions ▪ Good visibility and connections ▪ Supports project based activities, teaming

DispeRseD planning ▪ Fosters collaborative work

UPPER LEVEL

MAIN LEVEL

LOWER LEVEL

essex noRtH sHoRe agRicultuRal tecHnical scHool stacKeD plan

connected classroom

science labclassroomclassroom

teacher planning

prep

storage

pRototype steM clusteR


spaces configuReD to suppoRt integRateD teacHing of science, tecHnology, engineeRing anD MatH (steM)

The traditional High School, typically designed around a strict division of departments, is less well configured to support STEM structures. Recent thinking on High School design reflects that team clusters, with spaces created for smaller learning groups including science labs, flexible classrooms and other support / special needs is effective. planning space is typically provided within the cluster to encourage team-based interdisciplinary planning.

The illustration of a prototypical STEM cluster shows one way of achieving this. A detail from our plans for the new Essex North Shore Agricultural and Technical School (currently


c o M M u n i t y o u t R e a c H & i n f o R M a t i o n M a n a g e M e n t

10 attRiButes of autHentic coMMunity engageMent as DefineD By tHe KnoWleDge WoRKs founDation

1. Involve all sectors of the community.2. Ask the community to engage in important

questions and acknowledge its views and contributions.

3. Involve the community early in the process.4. Offer opportunities for people to gather at convenient and comfortable locations at a variety of convenient times.5. The process consists of more than one meeting and

allows time to make informed judgments.6. Is driven by aspirations that communities hold for

their future.7. Has a learning component that helps build

community awareness and knowledge around the subject at hand.

8. Allows for sustained involvement by community stakeholders.

9. Utilizes community partnerships and expertise.10. Employs clear, open, and consistent

communication.

Administration, Faculty and Alumni defining the Vision for the ENSATS project

tHe cHallenge of Regional DistRicts

By definition, regional schools serve a broad spectrum of constituencies. Seldom are the region’s communities demographically homogeneous, seldom do priorities align precisely. This disparity of expectations has the potential to create a difficult environment when requesting support for a substantial capital project. (In Minuteman’s case, the situation may be even more confused as the member communities apparently account for only about 50% of the enrollment. Under these circumstances, it would be reasonable to expect they would be responsible for a similar percentage of the bonding, begging the question of who would be responsible for the rest.)

coMMunity outReacH

Nevertheless, Design Partnership’s recent Technical School District clients – Assabet Valley and ENSATS – have received unanimous community approval. This success is largely the result of dedicated efforts by the clients themselves, backed by data and graphics provided by the design team. First, the public must be convinced of the need. Here, the educators, advisory council members, and representatives of the local workforce that the school is designed to serve must speak out persuasively. The support of key office holders must also be enlisted. Alternative solutions to meet the established need are best presented by the design team but closely supported by the educational vision of the school’s administration and staff. The other constant of this discussion will always be cost.

pRoJect cost estiMating

An especially critical aspect of the management of projects dependent on taxpayer approval is cost estimating. Detailed, verifiable and reliable cost estimates are necessary from start to finish. Through long experience, Design Partnership has developed our cost estimating capabilities to a high level. Our staff is able to survey an existing building, note issues of condition, code compliance and obsolescence that require remediation and work directly with our cost estimator to rapidly develop accurate renovation pricing. During the project’s development, we will do no fewer than five detailed estimates, working with the OPM to develop and reconcile them. Each estimate is accompanied by a list of value engineering options to adjust the bottom line to the agreed upon project budget. At all public forums, at any point in the process, we are prepared to candidly discuss costs and support the accuracy of our data.

coMMunity engageMent


t e c H n i c a l a p p R o a c H

An example of complex construction phasing, the original school was comprised of a sprawling array of loosely connected buildings, each a separate component of the overall program. The design included demolition of a considerable amount of existing construction, renovation of other existing components and tying them together with an infill of new construction. This resulted in what looks and feels like a brand new school.

t e c H n i c a l a p p R o a c H

MsBa Board approval to move to sD

9/10 /13

complete fs and

sD / final program

11/20/13

project scope and Budget

conference / execution of

project scope and Budget agreement

1/20/14

MsBa Board approval

3/20/14

KEy PRojECT MIlESToNES AS SET by ThE RFS scHeDule

The project’s schedule through the Feasibility Study and Schematic Design phases is established by MSBA guidelines provided in the RFQ. This must be dovetailed with the 2013 meeting schedule of MSBA’s Facilities Committee and Board so submittals and approvals can be coordinated. Under these constraints, it may prove too ambitious to present the project in its final form to the 16 member communities for fall Town Meeting approval. A spring - 2014 series of votes would allow a more comprehensive, less intense and therefore perhaps more persuasive presentation process.

Transformed SchoolOriginal School

tRansfoRMational Renovation


constRuction pHasing

Should the final strategy and solution for Minuteman involve a renovation of the existing building, construction phased to allow continued use of the facility will be a major issue. The development of sequencing; documents that firmly bind the contractor to schedule, protection measures, and maintenance of utility services to insure functionality and safety for building occupants during construction; and the management of the construction process are strengths DPC has developed over many projects and many years. Most of our work for the past 10 years has been design for school renovations/additions and most of this has involved phased construction in occupied facilities. Last year we completed Taunton High School, a 3½ year, $112 million phased renovation to over 500,000 square feet of space. We are about to bid Assabet Valley RTHS, another phased, occupied renovation, 360,000 square feet in area, total project cost close to $60 million.

Site Mobilization & New Construction

Phase 1:Summer ‘04 and School Year ‘04-’05

Complete Renovation

Phase 5:Fall ‘06

Phase 3:Summer ‘05 and School Year ‘05-’06

Temporary Classrooms in Old Cafe

Temporary Classrooms in Old Gym

New Construction, Renovation

New Construction, Renovation & Demo

Phase 2:Summer ‘05

Demolition

Phase 6:Winter / Spring ‘07

Phase 4:Summer ‘06

Demolition

Existing SchoolNew Construction in ProcessRenovation in ProcessCompleted New ConstructionCompleted RenovationDemoliton

Completed Project:Summer ‘07

Site Completion

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minuteman regional vocational technical school

Documents

t i o nbirths

school hosts

enrollment numbers

t e c h n i c

s c h o o lresponse

technical high school

t h e s i t u

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