Eudora Elementary School

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2010 Exhibition of School Planning and Architecture. Eudora Elementary School. Eudora, Kansas New Construction Project of Distinction DLR Group. Eudora Elementary School. - PowerPoint PPT Presentation

Transcript of Eudora Elementary School

  • Eudora Elementary SchoolEudora, KansasNew ConstructionProject of DistinctionDLR Group2010 Exhibition of School Planning and Architecture

  • Eudora Elementary SchoolYoung learners in Eudora, Kan., go places every day, but not just ordinary places. They experience every corner of the globe by entering the new Eudora Elementary School.

  • Eudora Elementary School

  • Community Voice PrevailsCommunity Environment: Eudora, Kan., is a suburban, bedroom community 30 minutes southwest of Kansas City. With a lack of industry in the town, the majority of taxes are paid by households. In recognition of this burden on taxpayers, the Eudora School District seeks opportunities to spend community funds responsibly and appropriately.

    Members of the Eudora community were instrumental in the initial planning stages of the new elementary school. More than a year before any ballot issue was placed before voters, dozens of stakeholders parents, patrons, teachers, and administrators gathered to discuss the types of facilities that would best meet the need of the community and its children. In the case of Eudora Elementary, this Community Advisory Committee (CAC) expressed two major concerns that ultimately guided the design process: EQUITY and future GROWTH.Eudora Elementary School is a great example of a building that meets diverse community, facility and budgetary needs, while making student learning the absolute top priority.

    --Don Grosdidier, Superintendent

  • Equity. Growth.Community Environment: EQUITY. Members of the CAC wanted a school large enough to accommodate all children in elementary grades. In a small community such as Eudora, they feared that having neighborhood schools individual K-5 buildings with attendance boundaries would create tension, resentment and unfairness between different areas within the community. A single attendance center for all students in grades 1-5, however, would ensure that every Eudora child benefited from the same caliber of teacher, facility and opportunity.

    GROWTH. The CAC requested the new elementary school be built on a scale that would suit the communitys continued growth for many years. Community members were adamant that they not be asked again in 3, 5 or 8 years, to pass bonds for another new school. This influenced not only the size of the existing building, but also the decision to masterplan a future sixth pod, if it should be needed in the future.

    The building allows for a lot of students but you notice the quietness at the same time!!!

    --Becky Topil, First Grade Teacher

  • Personal, InvitingCommunity Environment:While these community desires for one school that was large enough to accommodate future growth required a large facility, the CAC drew up one final requirement: that the new school feel personal and individual for every student. In a small town, nobody was excited about the idea of having a big school for elementary students with long hallways and an impersonal, institutional feel. Community and staff members, alike, believed that the new building needed to be designed in such a way that even the youngest of students felt connected and insulated from the potentially impersonal scale of a larger building.

    In addition to other district-wide projects, the elementary school was funded through a $45 million bond referendum in Nov. 2007.

  • TrendsettersCommunity Environment: The 30-person Community Advisory Committee (CAC) involved Community Representatives, the Superintendent, Administration, Parents and Teachers. This group determined one large community school would be more efficient to operate, and would decrease the number of transitions students would make from school to school throughout their career at Eudora School District.

    Together with the design team, the CAC set out to tour large elementary schools in the Kansas City and surrounding area, however they had difficulties finding elementary schools that housed 1,000 students.

    The CAC and Eudora administration seized an opportunity to be a trendsetting district and build one large school for the entire elementary school population. They realized the key to the success of the school was the design, and began to focus on the solution.

  • Nimble DesignCommunity Environment:The CAC defined the following Guiding Principles for the design solution:Simple, kid-friendly designSmall learning communitiesOverall theme to engage students in learningCollaborationInner spaceFlexibility of group gathering spaces

    The result is a nimble, flexible design that can evolve to meet the needs of Eudora students for decades. The new 130,000-square foot school is designed around a small learning community (SLC) concept to reduce the scale of the school for young students.

    Currently Eudora Elementary School has five SLCs, each supporting 200 students. The SLCs are occupied by students in a single grade level, but could be organized to accommodate multiple grade levels in the future.I appreciate having all of our 1st grade rooms so close together. We can team teach and have rotations for many different activities.

    --Becky Topil, First Grade Teacher

  • Oh the Places Youll Go!Learning Environment: The creative inspiration driving design development was the child-favorite Dr. Seuss Oh the Places Youll Go! In his beloved story, Dr. Seuss encourages his readers to find the success that lies within. Designers agreed this is the perfect concept for an elementary school design, setting the stage for our future generation of leaders.Using Dr. Seuss Oh the Places Youll Go as inspiration, designers wanted to: Raise awareness of unique worldly environments; andIncorporate the world into the building designEcosystems are the overarching theme of the school. Unique biomes give identity to each of the five SLCs, provide wayfinding inside the school and incorporate learning within students daily environment. The biomes include: Arctic, Aquatic, Desert, Rain Forest and Savanna.The diverse biome interior finishes help students immediately and personally identify with their small learning communities.

    --Don Grosdidier, Superintendent

  • Worldly EnvironmentsLearning Environment: A schools primary purpose is to facilitate education and engage students in learning, and this ecosystem-themed school enhances learning opportunities around every corner. As students travel through the school they discover each biome independently. They cannot see a biome from within another, which allows students to become fully immersed in their unique surroundings.

    The building is a learning tool through creative finishes, fixtures and furnishings exhibiting the worlds unique environments. All materials, textures and colors play off each specific biome. For instance, the Aquatics SLC features blues and greens to emulate water and sea life; while the Desert SLC highlights yellows and golds to represent sand and sun.

    At the beginning of the year we talked about the different ecosystems that each pod had. The children identified where they needed to be with this common language.

    --Becky Topil, First Grade Teacher

  • Discover, Learn, PlayLearning Environment: All shared-use areas, such as Administration, Media Center, Multi-Purpose Gymnasium, and Commons have direct access from each SLC.

    SLCs include 10 classrooms, a discovery area, restrooms, and an special education suite. The discovery areas, which feature high ceilings to simulate the sky, sun, and foliage, also have a raised platform in the center to encourage interactive and playful learning. A wet zone with sinks and hard surfaces in the discovery area encourages students from multiple classrooms to work on shared projects. The perimeter of the discovery area has decorative tack wall panels in shapes to represent water, ice, desert sand, and trees.

    Each SLC also includes a Teacher Planning Center to facilitate teacher collaboration in planning curriculum and activities. Mobile technology carts provide teachers the freedom to move resources from room to room.

  • HandprintsLearning Environment: Designers incorporated the buildings young users in the design by using photocopies of students hands to graphically display the worlds continents on glazing between the media center and entry corridor.

    The students selected for the handprint display are part of the first class that will travel through the entire school, from first to fifth grade. At each end of the map are inspirational quotes from Dr. Seuss Oh the Places Youll Go! and Kid Youll Move Mountains!Every where you look there is ateaching moment. The school is beautiful; it is a point of pride for the students, staff and community.

    --Jan Irby, Principal

  • NeighborhoodPhysical Environment - The school is nestled within an existing residential neighborhood and borders a greenway park system. A future district support facility is planned for the site.

    Pick-up and drop-off loops can accommodate 95 cars at once, all with direct access to sidewalks in front of the school.

    Outdoor courtyards separate the small learning communities and provide enhanced outdoor learning opportunities for students.

    Exterior materials include metal panels and face brick.

  • Take a SeatPhysical Environment - Textured wall panels and colored etched glass introduce the SLC biome theme, while benches at each entrance allow places for students to interact.

    A storm shelter able to withstand winds up to 250 mph is located in the middle of the building commons area. FEMA provided funds for 75 percent of the storm shelter costs.

  • Responsible DesignPhysical Environment Sustainable ElementsDesigners oriented classrooms East and West to allow for North/South daylighting opportunit