2010 10 -8_draft3_report

Town School for Boys Facilities Master Plan

October 2010

!

Town School for Boys – Facility Master Plan

October 8, 2010 TOWN SCHOOL FOR BOYS FACILITIES MASTER PLAN Overview Town School for Boys is an independent K‐8 school for boys located at 2750 Jackson St. in San Francisco. The school occupies a facility that has been assembled from four separate structures built at different times; the earliest structure dates from pre‐1958 with the latest addition being the gymnasium and cafeteria constructed in1971. Over the past decade student enrollment has remained steady at approximately 400, while teacher population has increased significantly as a commitment to a richer classroom experience and enhanced program offerings. The result is has been increased pressure on the existing facility to support the increase in people and programs to the point where the school has explored a number of options to provide needed space relief. MKThink was commissioned in April 2010 to undertake a comprehensive study comprised of several independent tracks. These tracks included a facility‐based needs assessment, a classroom utilization study, and an integrated planning and site acquisition strategy. When woven together this work provides a framework for identifying and ultimately realizing the facility needs and physical environment solution options for Town School. The primary goal of this work is to permit Town School to control their destiny on‐site at 2750 Jackson St. while also planning for opportunities beyond current footprint. Underlying this study are numerous curricular and institutional goals. These include:

• Developing a focus on project‐based learning • Enabling a place for non‐traditional learners and personalities to thrive • Enhancing the participation of families in the school • Providing facilities that enable learning and encourage creative, critical thinking • Incorporating green design principles with a focus on educational opportunities related to

building performance and systems ‐ using the building as a teaching tool. The following reports were made available to MKThink and were reviewed in preparation of this work: Jackson Street Facility Options Study, September 6, 2005. Pfau Architecture MEP Systems Due Diligence Study, May 15, 2007. Interface Engineering Structural Review Report, June 1, 2007. Murphy Burr Curry, Structural Engineers Elevator System Assessment, June 30, 2006. Edgett Williams Consulting Group Case Study for Town School Facilities Remodeling. Date & author unknown Town School for Boys – Drawing Review (Code), May 7, 2007. Rolf Jensen & Associates, Inc. Town School for Boys Building and Grounds Strategy and Plan – 3rd revision. March 2008. 2750 Jackson Facility Opportunities Assessment (Preliminary). December, 2009


chapter 1.

Goals Setting and Need Analysis School Leadership has established the following broad project goals: Project Goals

• Control Destiny at 2750 Jackson • Plan for Opportunities Beyond Current • Understand & Apply User Needs & Patterns • Maximize Facility Opportunities • Integrate Into Unified Strategy

In May 2010 a series of workshops were conducted to elicit perspective and feedback from teachers and staff on the following topics:

• The Sciences • Wellness, Food & Nutrition • Environment as a Teaching Tool • The Arts

From these sessions the following programmatic goals were established Programmatic Goals (summary)

• Better Support Collaboration • Think Communally About Space • Consider Wellness & Human Performance • Optimize Space • Minimize Schedule Impediments • Apply Technology As Staff Tool


Programmatic Goals (expanded)

COLLABORATION • TSB Teachers by nature want to collaborate – facility should foster grade or curriculum

collaboration. • Support collaboration with space teachers ‘own’ outside of the classroom • Adjacency is key to collaboration

ENCOURAGE COMMUNAL SPACE USAGE WHERE POSSIBLE • Universal Classroom concept may be worth considering for certain upper school but… • Roaming teacher model only works if everyone is roaming. It doesn’t work if a teacher must

occupy another teacher’s space • Prototype shared space scenarios before full roll‐out

WELLNESS / HUMAN PERFORMANCE • Understand brain function needs and attention needs and support accordingly • Provide social & emotional support, especially for the outlier kid • Unstructured downtime and unstructured play are important • Food & Nutrition awareness is important

SPACE OPTIMIZATION • “Found” space is low hanging fruit • Creating or acquiring new space will always be more expensive than other solutions • Outside space can be better utilized to support programs, downtime, alternative learning

and unstructured play • TSB facility can incorporate teaching moments

SCHEDULING ENHANCEMENTS • Optimizing existing space to support expanded programs will rely on re‐thinking how

scheduling can free up space and utilize space effectively. • Current schedule is a choice – it can be changed it if there is a will • Consider alternative schedules: 6 day rotating / expanding double periods for certain classes

and grades • Look at schedule blocks as a 4th dimension to space

TECHNOLOGY ENHANCEMENTS • Technologies can expand learning beyond the classroom • Effective scheduling tools can better allow traditional and non‐traditional learning spaces to

achieve greater utilization


chapter 2.

Inventory & Utilization Analytics Comparing Multiple Facility Optimization Strategies The analytics summarized here considered and compared 3 different strategic approaches to existing facility improvements as well as the possibility of off‐site acquisitions. The strategies are as follows:

Strategy A ‐ Core Program Interior Improvements & Right‐Sizing

Strategy B – Modest Off‐Site Acquisition

Strategy C – Modest On‐Site Expansion

Strategy D – Major On‐Site Expansion

Summary Utilization Findings:

• Classroom Use Hours – vary widely room‐to‐room and day of week • Daily Use Fluctuation – varies widely • Occupant Density – varies widely • Schedule Impact – scheduling can be a tool to make space usage more effective

Chapter 3 documents the planning options associated with each strategy.

10-5-20101

0 10 20 30 40Inventory: Classroom Equivalents (CRE)

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20 Hrs Increase Hours of Use/Week

Increase Inventory

24 Classroom Equivalents at existing Utilization

24 Classroom Equivalents

Town School for BoysAnalytics Summary

17.5 Hrs

The analytics used to compare various renovation to the Town School for Boys’ existing facility and off‐site acquisition opportunities are based on two metrics: inventory and utilization. Inventory is the set of available rooms that can host classes – either full rooms that can hold 22 students or seminar rooms that can hold 11.

Utilization is the number of hours in the week that a particular room is used, or weekly room‐use hours (WRH). The maximum theoretical WRH with an 8‐hour day is 40 – currently the most highly utilized room at the Town School is the science room, with a WRH of 31. The school‐wide average WRH is 17.5.

The Town School’s capacity is measured in classroom‐equivalents (CREs), which is calculated by multiplying the inventory of rooms by WRH and dividing by 17.5 the existing average utilization. Each renovation strategy’s net effect on school capacity in the following slides is shown at existing utilization rates (17.5 WRH), a 20% utilization enhancement (20WRH), and a 40%+ utilization enhancement (25 WRH).

10-5-20102

0 10 20 30 40Inventory: Classroom Equivalents

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21 Hrs

24 Classroom equivalents

+4.5 CRE

+5.5 CRE

17.5 Hrs

25 Hrs

28.5 Classroom equivalents



Existing Facility:Utilization Enhancements

‐‐Displaced Rooms and Uses:

+10 CREChange in CRE @ with 40% utilization improvement:

+4.5 CREChange in CRE @ with 20% utilization improvement:

‐‐Change in CRE @ existing utilization rates:

6Enrichment Rooms (1 CRE):

5Seminar Rooms (.5 CRE):

23Full Classrooms (1 CRE):

‐‐Change from Existing SF:

17,429 SFTotal Classroom SF:

Applying modest utilization enhancements through scheduling to the Town School’s existing facility could yield 4.5 classroom equivalents (CREs) while a more aggressive restructuring of the way classes are scheduled could yield as many as 10 CREs.

10-5-20103


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+4.5 CRE

+5.5 CRE21 Hrs

23.5 Classroom equivalents17.5 Hrs

25 Hrs



23.5 Classroom Equivalents

Strategy A: Core Program Interior Improvement &Right Sizing

Ceramics Room, Copy Room, Computer Repair, Science Office, 1 Adult Toilet

Displaced Rooms and Uses:



‐.5 CREChange in CRE @ existing utilization rates:




+555 SFChange from Existing SF:


Strategy A’s classroom and cafeteria improvements create better quality spaces, but don’t add to the school’s inventory of classrooms. Utilization enhancements through scheduling, though, could more than offset the loss of one seminar room.

10-5-20104


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+3.5CRE




21 Hrs

17.5 Hrs

25 Hrs


+4.5 CRE

+5.5 CRE

+.5 CRE

+1 CRE

Strategy B:Sterne School Acquisition

Ceramics Room, Copy Room, Computer Repair, Science Office, 1 Adult Toilet




+3.5 CREChange in CRE @ existing utilization rates:




+3,420 SFChange from Existing SF:


Acquisition of the Sterne School would add 1 full classroom and 5 seminar rooms to the Town School inventory. At existing utilization rates, this would add 3.5 CREs. Along with utilization enhancements to the entire facility, the Town School could increase capacity by up to 15 CREs.

10-5-20105


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0 Hrs

21 Hrs

17.5 Hrs

25 Hrs

+4.5 CRE

+5.5 CRE


+4.5CRE

+1 CRE

+1 CRE




Strategy C:Modest On‐Site Expansion

Library Reading Room, PE Office










Adding new classrooms through excavation and construction adjacent to the northwestern stair tower could add up to 4 new full classrooms and 1 new seminar room to the Town School’s classroom inventory. At existing utilization rates, this would add 4.5 CREs. With utilization enhancements to the entire facility, this project could result in a total increase of 16.5 CREs.

10-5-20106


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21 Hrs

17.5 Hrs

25 Hrs





+4.5 CRE

+5.5 CRE

+6.5CRE

+1.5 CRE

+1.5 CRE

Strategy D:Major On‐Site Rebuild

Entry level office suite (3 offices, reception, copy room, nursing), Library Reading Room, Boiler Room, Faculty Lounge, 5 Offices, PE Office






5 (+1 conference room)

Seminar Rooms (.5 CRE):




A major on‐site rebuild of the Town School’s central core could add as many as 6 new full classrooms as well as one new conference room that could double as a seminar room. At existing utilization rates this would add 6.5 new CREs. Along with utilization enhancements to the entire facility, this project could add as many as 19.5 CREs to the Town School’s capacity.

8-31-201010

Utilization Findings & OpportunitiesWeekly Ro

om‐Use Hou

rs

Average Utilization: 17.5 hrs

8-31-201011

Utilization Findings & Opportunities

Room #20Weekly Utilization

8-31-201012

Utilization Findings & Opportunities

Upper School Music RoomWeekly Utilization


chapter 3.

Planning Options Comparing Multiple Facility Optimization Strategies The planning options summarized here considered and compared 3 different strategic approaches to existing facility improvements as well as the possibility of off‐site acquisitions. The strategies are as follows:

Strategy A ‐ Core Program Interior Improvements & Right‐Sizing

Strategy B – Modest Off‐Site Acquisition

Strategy C – Modest On‐Site Expansion

Strategy D – Major On‐Site Expansion

ROOF

LEVEL 3

LEVEL 2

LEVEL 1

Sports Field

Unexcavated

Unexcavated

Potential Space Optimization Within Shell

Potential Exterior Space Optimization

3D Overview

JACKSON ST. SCOTT

ST.

Strategy A

ROOF

LEVEL 3

LEVEL 2

LEVEL 1

Sports Field

Unexcavated

Unexcavated



3D Overview

JACKSON ST. SCOTT

ST.

Strategy A

ROOF

LEVEL 3

LEVEL 2

LEVEL 1

Sports Field

Unexcavated

Unexcavated

Potential Site Acquisition



Sterne School

Other Residence

JACKSON ST. SCOTT

ST.

Strategy B 3D Overview

ROOF

LEVEL 3

LEVEL 2

LEVEL 1

Sports Field

Unexcavated

Unexcavated




Sterne School

Other Residence

JACKSON ST. SCOTT

ST.


ROOF

LEVEL 3

LEVEL 2

LEVEL 1

Sports Field

Unexcavated

Unexcavated

Potential Expansion Beyond Shell


JACKSON ST. SCOTT

ST.

Potential Exterior Space Expansion Beyond Shell

Strategy C 3D Overview

ROOF

LEVEL 3

LEVEL 2

LEVEL 1

Sports Field

Unexcavated

Unexcavated



JACKSON ST. SCOTT

ST.



ROOF

LEVEL 3

LEVEL 2

LEVEL 1

Sports Field

Unexcavated

Unexcavated




New Roof

JACKSON ST. SCOTT

ST.

Strategy D 3D Overview

ROOF

LEVEL 3

LEVEL 2

LEVEL 1

Sports Field

Unexcavated

Unexcavated




New Roof

JACKSON ST. SCOTT

ST.


The following pages illustrate planning diagrams associated with the various strategies

Chapter 2 documents the inventory and utilization analytics associated with each strategy.

8-31-201015

Core Program Interior Improvement &Right Sizing

Keep Shell As-Is (no expansion)Optimize Exterior Opportunities

Strategy A

8-31-201016

ROOF

LEVEL 3

LEVEL 2

LEVEL 1

Sports Field

Unexcavated

Unexcavated



3D Overview

JACKSON ST. SCOTT

ST.

Strategy A

8-31-201017

Level 1 Overview

1

Projects Included in Scheme A:

INCREASED SPACE

BETTER SPACE / PROGRAMS

BETTER UTILIZATION

GREENER

IMPROVED IMAGE / IDENTITY

UNEXCAVATED

1 Improve ADA Access to theater and improve circulation efficiencies by removing ramps in cafeteria (ILLUSTRATED)

Strategy A

8-31-201018

Level 2 Overview

15

INCREASED SPACE


BETTER UTILIZATION

GREENER


UNEXCAVATED


15 Convert Art/Science/Computer Lab Group into Enhanced Science Center (ILLUSTRATED)

Strategy A

8-31-201019

Level 3 OverviewINCREASED SPACE


BETTER UTILIZATION

GREENER


20

Sports Field


20 Convert Classrooms 301-2 & staff restroom into Enhanced Arts Center (ILLUSTRATED)

Strategy A

8-31-201020

Roof Level Overview

Sports FieldBelow

INCREASED SPACE


BETTER UTILIZATION

GREENER



Strategy A

25

24

24 Wind-sheltered Outdoor Learning Lab

25 Possible outdoor “How Things Work” space

8-31-201021

Level 1 Detail Optimizing Cafeteria / ADA Theater Access

Strategy A

FROM PFAU – LONG ARCHITECTURE

8-31-201022

Level 2 Detail Enlarge Science/Relocate Art and Computer Lab Programs

Strategy A

A

B

C

FLEX

NEW 2225 SF FLEX WET / DRY SCIENCE LAB

A

NEW 707 SF FLEX TECHNOLOGY CLASSROOM

B

C

NEW 263 SF TEACHER PREP WORKROOM

D

KEYNOTES

DISPLACED SPACE

ART ROOM 1310SFART STORAGE 161SFART CERAMIC 172 SF

D HALLWAY NOOK

E STORAGE

E

LINE OF EXISTING WALLS

F

COPY / SUPPORT

F

F

8-31-201023

Level 3 Detail Relocate Art Program to Former Classrooms 301/302

Strategy A

A

B

NEW 928 SF ART ROOM

NEW 458 SF ART SUPPORT & STORAGE

DISPLACED SPACE

CLASSROOM 301 496 SFCLASSROOM 302 610 SFSTAFF TOILET 193 SF

A

B

KEYNOTES

8-31-201024

Roof Level DetailOutdoor Learning Lab

Strategy A

A

B

GLASS WINDSCREEN

GARDEN PLANTERS

A

B

C NEW WALKABLE ROOF SURFACEC

KEYNOTES

B

B

8-31-201026

ModestOff-Site Acquisition

1) Acquire Sterne School or2) Acquire Other Adjacent Property

Strategy B

8-31-201027

ROOF

LEVEL 3

LEVEL 2

LEVEL 1

Sports Field

Unexcavated

Unexcavated




Sterne School

Other Residence

JACKSON ST. SCOTT

ST.


8-31-201028

Strategy B:10,623 Seat-Hours/Week27.5 CRE @ 17.5 Room Use-Hours/Week+3.5 CRE

Strategy B Sterne School CRE Analysis

8-31-201030

Modest On-Site Expansion

Replace and Expand Central Core

Strategy C

8-31-201031

ROOF

LEVEL 3

LEVEL 2

LEVEL 1

Sports Field

Unexcavated

Unexcavated



JACKSON ST. SCOTT

ST.



8-31-201032



BETTER UTILIZATION

GREENER


UNEXCAVATED

30

Projects Included in Scheme C:

30 New Classroom excavated below sports field (ILLUSTRATED)

Strategy C

8-31-201033

Level 2 Overview

UNEXCAVATED

INCREASED SPACE


BETTER UTILIZATION

GREENER


31


31 Re-build Stair Tower to capture additional space (ILLUSTRATED)

Strategy C

8-31-201034



BETTER UTILIZATION

GREENER


32

Sports Field


32 Re-Build Stair Tower to capture additional space; includes new enclosed space in location of existing climbing wall alcove (ILLUSTRATED)

39 Roof/Field ADA Access – new exterior stair and elevator (ILLUSTRATED)

39

Strategy C

8-31-201035

Roof Level Overview

ROOF

Sports FieldBelow

INCREASED SPACE


BETTER UTILIZATION

GREENER


GYM ROOF


33a Re-build Stair Tower to capture additional flex roof space with windscreen – make area accessible and useable (ILLUSTRATED)

39 Roof/Field ADA Access – new exterior stair and elevator (ILLUSTRATED)

33a, b

39

33b Re-build Stair Tower to capture additional enclosed classroom space (ILLUSTRATED)

Strategy C

8-31-201036

Transverse SectionStrategy C (and Scheme D)

8-31-201037

Level 1 DetailStrategy C

A

B

C

D

NEW 1866 SF CLASSROOM

ADA LIFT FOR CLASSROOM ACCESSIBILITY

NEW STAIR TO ATHLETIC FIELD

STEP-FREE ENTRY

KEYNOTESA

B

C

D

DISPLACED SPACE

ELECTRICAL ROOM

SECTION

IMPACT AREA

2500 SF

8-31-201038

Level 2 DetailStrategy C

A

B

C

D


OUTDOOR TERRACE

NEW STAIR TO ATHLETIC FIELD

OPEN TO CLASSROOM BELOW

KEYNOTES

DISPLACED SPACE

SMALL BREAK-OUT ADJACENT TO LIBRARY

C

A

B

D

E OPTIONAL ACCESS TO CLASSROOM

E

SECTION

IMPACT AREA

2500 SF

8-31-201039

Level 3 DetailStair Option 1

Strategy C

A

B

C

D

NEW SHOWER / LOCKERS / EQUIPMENT ROOM

NEW PE STAFF ROOM


NEW STAIR TO FIELD / ROOF

KEYNOTES

DISPLACED SPACE

HVAC 55 SFSTORAGE 69 SF

E NEW ADA LIFT TO FIELD

B

A

C

DE

F NEW STAIR

F

SECTION

IMPACT AREA

3150 SF

8-31-201040

Strategy C Roof Level DetailStair Option 1

A

B

C

D

NEW SEMI-ENCLOSED LEARNING LAB

EXTENT OF ROOF

NEW STAIR TO FIELD / ROOF

KEYNOTES

E NEW ELEVATOR STOP AT ROOF

B

A

C

D E

NEW GLASS WIND ENCLOSURE

C

SECTION

8-31-201042

Major On-Site Rebuild

Remove, rebuild, and expand Central Zone of building(additional options include West Wing Replacement, North Wing Replacement and Expanded Façade Zone)

Strategy D

8-31-201043

ROOF

LEVEL 3

LEVEL 2

LEVEL 1

Sports Field

Unexcavated

Unexcavated




New Roof

JACKSON ST. SCOTT

ST.


8-31-201044

Level 1 Overview

UNEXCAVATED

INCREASED SPACE


BETTER UTILIZATION

GREENER


MR1 Full Tower Replacement. New Classroom / support. Program space excavated below sports field and replaced stair tower (ILLUSTRATED)Expand / Rebuild portions of façade to capture additional space to property line

Full Replacement of west wing

Full Replacement of west wing – requires removal and rebuild of roof-top athletic field

Expand / Rebuild full façade to capture additional space to property line

New Classroom & support space

MR1

Strategy D

MR1

MR2MR3

MR2MR3

MR2MR3

MR4

MR5

MR2

MR3

MR4

Full North Wing Replacement – build out to property lines – impacts roof and shop area

MR5

8-31-201045



BETTER UTILIZATION

GREENER


MR2

MR4 Full Replacement of west wing

MR5

UNEXCAVATED

Strategy D

MR1

MR1

MR3

MR2MR3

MR2MR3




MR2

MR3

MR4


MR5

8-31-201046



BETTER UTILIZATION

GREENER


Sports Field

Strategy D

MR1

MR1

MR5

MR2MR3

MR2MR3

MR2MR3




MR2

MR3

MR4


MR5

MR4 Full Replacement of west wing

8-31-201047

Roof Level Overview

GYM ROOF

ROOF

Sports FieldBelow

INCREASED SPACE


BETTER UTILIZATION

GREENER


Strategy D

MR1

MR2MR3

MR2MR3

MR5

MR1 Full Tower Replacement. New Classroom / support. Program space excavated below sports field and replaced stair tower (ILLUSTRATED)Expand / Rebuild portions of façade to capture additional space to property lineExpand / Rebuild full façade to capture additional space to property line

MR2

MR3


MR5

8-31-201048

Level 1 DetailStrategy D, Option 1

A

B

C

D


NEW ELEVATOR & STAIRS

NEW EXIT STAIR

NEW LOBBY / GALLERY

KEYNOTES

DISPLACED SPACE

ADMINISTRATION SUITE 1040 SF

DEVELOPMENT OFFICE ACCESS

BC

D

E NEW BOYS RESTROOM

E

F NEW ADULT RESTROOMS

FG NEW PRE-FUNCTION AREA

G H STEP DOWN INTO THEATERH

I RECEPTION

J

HIGH CEILING (15’) ZONEJ

I

A

SECTION

F

8-31-201049

Level 2 Detail

A

B

C

D



NEW EXIT STAIR


KEYNOTES

DISPLACED SPACE

FACULTY LOUNGE 316 SF

OFFICES (3) 556 SF

TELEPHONE ROOM 18 SF

LIBRARY STORAGE 184 SF

BOILER RM 260 SF

ADULT TOILET 30 SF

E NEW BOYS RESTROOM

F NEW 1529 SF CLASSROOM

A

B

E

C

D

F

I NEW OUTDOOR TERRACE

I

J STAIR TO ATHLETIC FIELD

J

Strategy D, Option 1

SECTION

8-31-201050

Level 3 Detail

A

B

C

D NEW ELEVATOR / STAIR PROVIDES ADA ACCESS TO FIELD / ROOF

KEYNOTES

DISPLACED SPACE

OFFICES (2) 300 SF

CLOSET 30 SF

HVAC 55 SF

E EQUIPMENT STORAGE


G NEW STAIR TO LOWER PATIO


NEW PE STAFF ROOM

NEW EXIT STAIR

A

B

C

D E

F

Strategy D, Option 1 G

SECTION

8-31-201051


A

B

C

NEW STAIR TO ROOF

KEYNOTES

A

C

SECTION

NEW SEMI-ENCLOSED LEARNING LAB

B

NEW ELEVATOR TO ROOF

NEW GLASS WIND ENCLOSURED

D

Roof Level DetailOutdoor Learning Lab Option

8-31-201052


A

B

C

D


NEW STAIR TO ROOF

NEW ELEVATOR TO ROOF

KEYNOTES

E

NEW GLASS WIND ENCLOSURE

A

C

E


D

SECTION

B

Roof Level DetailEnclosed Classroom Option

8-31-201053

Level 1 DetailStrategy D, Option 2

A

B

C

D

NEW 1913 SF CLASSROOM WITH STORAGE


NEW CODE COMPLIANT STAIR

NEW LOBBY / GALLERY

KEYNOTES

DISPLACED SPACE

ADMINISTRATION SUITE 1040 SF

MAY IMPACT DEVELOPMENT OFFICE

B

C

D

E NEW EXPANDED BOYS RESTROOM

E

F NEW ADULT RESTROOMS

FG NEW PRE-FUNCTION AREA

GH STEP DOWN INTO THEATER

H

I RECEPTION

J

HIGH CEILING (15’) ZONEJ

I

A

SECTION

8-31-201054

Level 2 Detail

A

B

C

D



NEW CODE COMPLIANT STAIR


KEYNOTES

DISPLACED SPACE

FACULTY LOUNGE 316 SF

OFFICES (3) 556 SF

TELEPHONE ROOM 18 SF

LIBRARY STORAGE 184 SF

BOILER RM 260 SF

ADULT TOILET 30 SF

E NEW EXPANDED BOYS RESTROOM


A

B

E

C

D

F

I NEW OUTDOOR TERRACE

I

J STAIR TO ATHLETIC FIELD

J


SECTION

8-31-201055

Level 3 DetailWithout Hallway Access

A

B

C

D NEW ELEVATOR / STAIR PROVIDES ADA ACCESS TO FIELD / ROOF

KEYNOTES

DISPLACED SPACE

OFFICES (2) 300 SF

CLOSET 30 SF

HVAC 55 SF

E EQUIPMENT STORAGE


G NEW STAIR TO LOWER PATIO


NEW PE STAFF ROOM

NEW 356 SF CONF. / SEMINAR ROOM

A

B

C

DE

F

Strategy D, Option 2 G

SECTION

8-31-201057

Supporting Projects

A La Carte Improvements

8-31-201058

5

2

1

4

6

9

7

10

1 Improve ADA Access, Decrease circulation inefficiencies

2 Cafeteria as “Lab”- teaching set-up, Improve overall functionality, intimacy & utilization. Flexibility. Program Support. Enhance Kitchen & Servery. Connection to Patio.

4 Patio as teaching space – food, nutrition, science sustainability etc.Composting, rainwater harvesting, recycling etc.

5 Lobby – can it be more effective?

6 Hallway – verify egress path needed – possible space capture

7 Break-out space or informal learning opportunity

9 Stairwell can be programmed as Informal learning opportunity

UNEXCAVATED

INCREASED SPACE


BETTER UTILIZATION

GREENER


3 Auditorium: Increase Overall Utilization, Technology enhancements

3

11


10 11

Level 1 Overview

8-31-201059

14 Library functions well now - Consider scheduling tools to support additional unstructured / downtime activities

14

168

10

11

16

16 Enable hallways to better support collaboration, break-out space, down time, informal learning etc.

UNEXCAVATED

INCREASED SPACE


BETTER UTILIZATION

GREENER


9

14

17 Faculty Lounge – enhanced collaboration tools

1718

18 Minimize classroom real estate by minimizing space hogs if possible9 Stairwell can be programmed as Informal learning

opportunity

8 Break-out space or informal learning opportunity

Level 2 OverviewA La Carte Improvements

10 11

37

37 New excavated classroom with light from side yard

34

34 New exterior deck with exit breezeway below

35

35 New enclosed seminar room

8-31-201060

19 Gym modifications: Possible support for other down/time non-sport activities. Provide for room darkening, technology enhancements, presentation capabilities etc.

22

9

16

11

19

16 Enable hallways to better support collaboration, break-out space, down time, informal learning etc.

9 Stairwell can be programmed as Informal learning opportunity

22 Climbing wall alcove can be programmed to support down/time non-sport activities.

INCREASED SPACE


BETTER UTILIZATION

GREENER


9

Level 3 OverviewA La Carte Improvements

11

36 New enclosed seminar room or roof deck

38

38 New infill classroom at climbing wall area

21.1

21.1 Consolidate 4 rooms into 1 large room

21.2

21.2 Consolidate 4 rooms into 2 rooms

36

8-31-201061

23 Wind Sheltered Roof Garden / Unstructured Play

26

27

2828 28

299

26 Explore possibility of utilizing this rooftop for program (s)

27 Demonstration Solar Panel & Dashboard, Rainwater collection etc.

28 Possible Phenomena based learning areas (light, sound, weather etc.) or “downtime” alcoves

29 Opportunity to reveal building systems (elevator) / extend elevator to roof for ADA access

9 Utilize wall surface for learning opportunities / teaching moments

GYM ROOF

ROOF

PlayfieldBelow

INCREASED SPACE


BETTER UTILIZATION

GREENER


27 27

Roof Level OverviewA La Carte Improvements

23

23

8-31-201062

5. Summary

• Additional classroom capacity exists within the existing footprint

• Small scheduling changes can have a big impact

• Integrating use changes and physical changes yield the highest impact

8-31-201063

0 10 20 30 40Inventory: Classroom Equivalents (CRE)

Cla

ssro

om U

tiliz

atio

n: R

oom

-Use

Hou

rs/W

eek

0 Hrs

40 Hrs

21 Hrs

Strate

gy A

: 33.

5 CR

E

+4.5 CRE

+5.5 CRE

17.5 Hrs

25 Hrs


Strate

gy B:

39

CRE

Strate

gy C

: 40.

5 CR

E

Strate

gy D

: 43.

5 CR

E

Strategy Comparison

8-31-201014

All Opportunity Areas

Strategy A:Core Program Interior Improvements & Right Sizing Keep Shell As-Is (no expansion)Optimize Exterior Opportunities

Strategy C:Modest On-Site Expansion8K SF IMPACT AREA – NET GAIN: 3245 SFReplace and Expand Central Core

Strategy B:Modest Off-Site Expansion1) Acquire Sterne School or2) Acquire Other Residence

Strategy D:Major On-Site Rebuild20K SF IMPACT AREA – NET GAIN:5500-7500 SFRemove, rebuild, & expand CentralEntry & Stair Tower Zone

X

X

X

Projects Included in Strategy:

Facilities Strategy Matrix$2 - $5M $5 - $10M $10-20M

X


1 15 20

12 13

21 22 2319

4 5

10 11

< $2M each

2 3

30 31 32 33

1 2 3 4

39

5MR.

1 2 3 4OS.

17 18

25 26 2724

8 9

14 16

6 7

29 34 3528 37 3836

X

8-31-201065

Comprehensive Project ListFacilities Strategy Matrix

Strategy A

Strategy B

Strategy C

Strategy D

A La Carte


Appendix 1

Goal Setting & Needs Analysis

Town School for Boys – Summer 2011 Modernization Project Page 1 of 14

May 28, 2010 TOWN SCHOOL FOR BOYS

FACULTY & STAFF WORKSHOPS

Initial Findings / Emerging Themes: a rough summary of some key discussion points in

the faculty & staff workshops

RAW SPACE

• Creating or acquiring new space will always be more expensive than other solutions

• “Found” space is low hanging fruit

• Outside space can be better utilized to support programs, downtime, alternative

learning and unstructured play

• Building can become a Teacher

COLLABORATION

• Teachers want to collaborate – think beyond the Faculty Lounge – teacher

“pods” by grade or curriculum could provide space they ‘own’ outside of the

classroom

• Adjacency is key to collaboration

THINKING COMMUNALLY ABOUT SPACE

• Universal Classroom concept may be worth considering for certain grades if

issues can be addressed

• Roaming teacher model works if everyone is roaming. It doesn’t work if a teacher is

‘occupying’ another teacher’s space

• Would have to re‐think how classrooms deal with long‐term student projects, set‐up / tear‐

down.

• Prototyping change should be considered

WELLNESS / HUMAN PERFORMANCE

• Understanding brain function & attention needs is important

• Providing social & emotional support, especially for the outlier kid is important

• Unstructured downtime and unstructured play are important

• Food & Nutrition is important

Town School for Boys – Faculty Workshops Page 2 of 14

SCHEDULE

• Optimizing existing space to support expanded programs will rely on re‐thinking how

scheduling can free up space and utilize space effectively.

• Current schedule is a choice – we can change it if there is a will

• Consider 6 day rotating schedule

• Consider expanding double periods for certain classes and grades

• Look at schedule blocks as a 4th dimension to space

• Data driven scheduling analysis is worth looking into

TECHNOLOGY

• Technologies can expand learning beyond the classroom

• Effective scheduling tools – “air traffic control system” can allow Opportunity

Spaces to achieve greater utilization

• Get everyone iPads…



5/12/2010

FACULTY & STAFF WORKSHOPS ‐ notes from sessions

Forum 1: The Sciences

What are the experiential opportunities that you would like to see enhanced?

• Connect threads of all sciences through lens of outdoors

• Outside Access – outdoor classroom

• Exploration opportunities – nature / biology based, weather, phenomena

• Messy area

• Garden

What about physical environment needs?

• Co‐location would be good – now math and science are brought to lower school

classrooms

• Need teacher & student workspace

• Ongoing project exploration has set‐up, tear down, project display space needs

• Set up / tear down eats into critical teaching time

• Create spaces that enable exploration – perhaps a woodshop‐like space, a tinkering lab

– these would require supervision

• Cafeteria is not ideal for space teaching – not intimate, poor acoustics (noisy), not

intimate for small groups, scheduling conflicts etc.

Would a better scheduling tool help take advantage of available spaces in the school?

• Yes – it would need to be easy to use and widely accessible

Is there an opportunity to enhance inquiry between classes? What locations if any?

• 4th & up would be best

• Playfield

• Cafeteria too scheduled, not friendly

What opportunities do you see to enhance collaboration? Where might this happen?

• Interaction happens in the hallways – spontaneous encounters – both teachers and

students

• Adjacency is key to teacher collaboration – Grade to grade, adjacent grades (ie: 2 & 3),

teacher to teacher by curriculum.

• Dedicated Upper School, Lower School collaborative teachers environment would be

good if possible

What interdisciplinary teacher interaction would you like to see if any?

• Science & Math ‐ tried it with mixed success, Math Science Olympiad was successful

• Science & Humanities, Science & Art have interesting connections


What specific needs do the sciences need as it relates to physical space?

• Sinks, storage, clean‐up space, a dishwasher would be nice, technology enhancements

(smart boards etc.)

What about alternative learning space opportunities?

• Hallways are there but can be disruptive – ok for break out or brief one‐on‐one

• Library – small breakout room is great, but needs scheduling tool “Air Traffic Control” –

something like this could be used to make other spaces more useful too

• Building as a Teacher – Cal Academy experience, exposed building pluming, systems,

solar dashboard, scavenger hunt

• Roof & Patio – climatic issues

• Corner of the sports field

Centralized v. Decentralized Space: If you had to choose between the classroom as a larger fixed

teaching space, and the classroom as a smaller home‐base with access to a series of satellite

spaces which would you prefer?

• Depends on the age group – for lower school, probably the larger classroom. For older

age groups the satellite idea is interesting.

Time v. Space: If you had to choose between more space in the classroom, and more time in a

classroom which would you prefer?

• Split vote – seemed to be a correlation again between offering more time (double

periods) to teach upper school classes, while for lower school might not benefit from

additional time.

Forum 2: Wellness, Food & Nutrition

What are some key food / nutrition program elements currently in place?

• Food / nutrition programs does come to classrooms

• Portable cooking / learning demonstrations

• Patio supports outdoor planting & herb garden

• Composting / worm bins

• Roof top garden envisioned next

What are some of the key food / nutrition learning connections that important?

• Science, Math, History, Phys. Ed.

What are key elements of wellness at TSB?

• Physical activity is critical

• Social & Emotional Needs must be met.


What is being done to enhance social & emotional support?

• Teaching Life Skills

• Providing unstructured down time

• Small group break‐outs

• Mentoring / buddy system

What specific space needs or opportunities would you suggest to improve food / nutrition /

wellness offerings?

• Morning gym is open to boys above 2nd grade. Would be good if gym could offer /

provide more than basketball for those who prefer different activity or less active

experience

• More space for unstructured down time – small space in library is good, but often not

available – maybe bean bag chairs in hallway nooks

• More space for unstructured play

• Small group break‐outs, meeting space

• Space to support parent / family meetings – current space limitations / configuration

may inhibit expanded family activities

• The roof is a good opportunity – “the cage” area needs a new surface to make it usable

and some wind protection

• Lower school cooking classes

• Cafeteria as a Teaching Lab – would need a technology set up, maybe live feed to other

programs (edible school yard) – a center for Eco‐Literacy – include families

• Flexible dividers in Cafeteria might make this space more usable / friendly

How does schedule play a role? Any suggestions for schedule improvements?

• Lunch before recess will be enacted to create a more responsive classroom

• More time for eating – could be created by having more efficient dining / serving flow

• Would it be possible to work a second snack into the schedule? Basket to room or a

separate area for students to pick up snack – staffing & operational issues would need

to be dealt with.


Forum 3: Environment as a Teaching Tool

This session was conducted as a walking tour through the building looking at opportunities to

support learning at TSB. Diagrams with notes follow:





5/26/2010

FACULTY & STAFF WORKSHOPS

Forum 4: The Arts

What opportunities do you see to enhance collaboration? Where might this happen?

• Faculty lounge is currently key to staff interaction

• Faculty need balance of public and private space

Do you see opportunities to share space & collaborate? Where might this happen?

• Sharing classroom has proven difficult (Art) and disruptive. Storage, material

management, set‐up, tear‐down & transition time is problematic.

• Sharing auditorium space concurrently (Drama / Theater) doesn’t work ‐ too disruptive

• Computer Lab – currently shares ‐ provides swing space for small classroom break‐outs.

Could you envision “nook” somewhere in the facility where art could be explored informally,

perhaps a downtime activity?

• Not in the Art Room per se – would need supervision & would be messy.

Could there be a better merging of Theater set‐building activities with other disciplines?

• Yes, a stronger link with Art and English programs would be a positive.

What about alternative learning space opportunities?

• What if the theater seats were replaced with carpeted benches that could support more

flexible teaching arrangements or other types of use?

• Indoor / outdoor areas for tinkering & project based learning (industrial arts, science at

recess) would need staff supervision

• Informal “noodling “

How does space play a role? Any suggestions for space improvements?

• A deck off the art / science rooms

• Break‐out space – think about where someone could go to play the piano or draw.

• The gym is used for all‐hands meetings but it isn’t ideal. Better A/V, acoustics, lighting,

room‐darkening capabilities are needed.

• The Roof

• ‘Roaming” space opportunities on site (roof, patio) or off‐site (Alta Vista Park) – would

need to be set up to accommodate

How does technology play a role? Any suggestions for technology improvements?

• Informal noodling – technology can help make this happen.

• Can be a way to share unique student talents through visual displays etc. beyond the

‘talent show’


• Can help with room scheduling – What if teachers & kids all had iPhones or iPads with a

scheduling app?

• iPads could replace 80lbs of books the kids have to carry and store

• Technology has promise for extending limited classroom space and program offerings –

live feed, in‐reach, out‐reach, distance learning etc.

• Technology pods are a compelling idea, but being ‘wired’ limits their flexibility

• Laptop lab works, but currently requires considerable set‐up / trouble shooting time.

Currently software licensure means laptops don’t have key software programs loaded.

Fixed set up does have benefits in terms of loaded software, no wireless network issues,

maintenance etc.

How does scheduling play a role? Any suggestions for scheduling improvements?

• Double period – Art starts at grade 3, for other classes it starts at grade 7 – maybe there

are opportunities to expand this if overall scheduling can accommodate

• Art & Music collaborate on some projects – would like to do more but scheduling is an

issue.

• A 6 day rotating schedule may be worth considering. More double periods could be

offered.

• What if TSB tried to regularize field trips and other out‐of‐school days by grade to

specific (repeating) days, permitting those classrooms to be available for other uses

during that time.

Is there a place for the Universal Classroom at TSB where teachers don’t own their classrooms

but have dedicated collaborative work areas that they do own?

• Roaming teacher model works if everyone is roaming. It doesn’t work if a teacher is

‘occupying’ another teacher’s space

• Better for upper grades – for lower grades it’s difficult to move kids around building

efficiently. Group management inefficiencies

• Would have to re‐think how classrooms deal with long‐term student projects, set‐up /

tear‐down.

• It’s would require a culture shift

How would you suggest we begin to think more communally regarding space?

• Have to make it easier to be fluid in the space we’re in.

• “The way I see it, it’s less expensive to make a mental shift than expand the facility”

• Prototype change rather than changing for change’s sake

• Never lose sight that facilities need to promote excellent teaching

• Minimize set‐up / break down time


• Look at schedule blocks as a 4th dimension to space

• Data driven scheduling analysis is worth looking into

Forum 5: Integration & Prioritization

Scheduling

• Need to know where space is available. Lower school v. upper school schedules.

• Need to look at schedule by 15 min. increments

• Difficult to anticipate disruptions to calendar (assembly, class trips, productions etc.)

• Lower school teachers have ability to manipulate classroom time

• Spanish: Would love longer periods – set up / take down takes time

• Double periods might provide flexibility to get more done in the classroom – particularly

at grades 7&8

• Current schedule is a choice – we can change it if there is a will

• Change the way we think about things

• Consider a 6 day schedule

Technology

• iPad as platform idea (Econ, Hist.)

• Interactive boards – could be transmitted to grade book

Operations

• Central supply for basic consumables – paper, supplies etc. rather than duplicative

storage in classrooms. Should ease administrative time to re‐supply (did exist)

Universal Classroom

• Need to understand the issues from user’s perspective – teacher’s need to haul around

materials, need space to talk to students

• Would have to re‐think how classrooms deal with long‐term student projects, set‐up /

tear‐down. – better for upper school grades

• Storage is challenging

• Time between transitions can cut into productive teaching time. Prep is essential and

takes time

• Creating a collaborative group office for teachers would have advantages, and would be

a good place to talk with parents / students.

• Is a teacher’s desk needed? Not if teacher’s office has desk they own and if classroom

has set up for teacher to prepare materials, laptop presentations

• Set up a balance


Space

• More space in Classroom or Better Common Spaces? Lower School response:

Classroom. Upper School response: More comfortable with the idea of universality

• Spanish: 12 in class makes a huge difference

• Lower school classroom divided into ‘zones’

• More / new space will always be more expensive than other solutions


Appendix 2

Inventory and Utilization Analytics

10-5-20101

Appendix: Weekly Room-Use HoursWeekly Ro

om‐Use Hou

rs

To identify opportunities to improve the capacity of the Town School through scheduling and spatial enhancements, MKThink assessed rooms at both the entire‐school scale and at the individual room scale.

The chart below shows the weekly room‐use hours (WRH) of each classroom at the Town School. The school‐wide average WRH is 17.5.

10-5-20102

Appendix: Weekly Room-Use HoursWeekly Ro

om‐Use Hou

rsWeekly Ro

om‐Use Hou

rs

Rooms in Lowest Quartile of Utilization

Rooms in Mid‐Low Quartile of Utilization

Rooms in Mid‐High Quartile of Utilization

Rooms in Highest Quartile of Utilization

10-5-20103

Appendix: Weekly Room-Use Hours

Third Floor

Second Floor

Ground FloorRooms in Low

est Quartile of U

tilization

Rooms in M

id‐Low Quartile of U

tilization

Rooms in M

id‐High Q

uartile of Utilization

Rooms in H

ighest Quartile of U

tilization

Overlaid on the school’s floor plan, color‐coded utilization patterns reveal areas to target for utilization improvement.

10-5-20104

Appendix: Room Utilization

Overall Room Utilization

Room‐scale assessments of utilization were generated by calculating the hourly use for each room in the school. Examined on a room‐by‐room basis or aggregated by room type and/or grade level, this fine‐grained assessment methodology revealed times of day when rooms of different kinds were available and how compatible uses might be consolidated into fewer spaces.

The overall room utilization graphic below shows how lunch impacts the utilization of classrooms every day and the impact on Monday of the school’s assembly. The utilization drop at the end of the day is a function of classes terminating before the end of the hour and does not represent an opportunity for a utilization enhancement.

10-5-20105


Average Upper School Room Utilization

Science Lab Utilization Room 20 Utilization

Aggregated Upper School Utilization patterns show significant daily variation in the mornings and more standard utilization patterns in the afternoon.

The Town School’s science lab is the most highly utilized room in the building, and its utilization curves show the room being almost fully utilized every day.

By comparison, room 20, which is used for 16 hours a week (just below the average Town School room’s WRH) shows extended periods of disuse in the middle of the day four days a week.

10-5-20106


Average Lower School Room Utilization

Room 23 Utilization

Aggregated Lower School Utilization patterns show fairly standard utilization patterns throughout the week.

Typical of lower school classrooms, room 23 is used 18 hours/week, approximately the average WRH for Town School rooms. Its utilization patterns show high utilization in the morning and afternoon with a daily drop during lunch.

10-5-20107


Average Enrichment/Specialty Room Utilization Gym Utilization

Cafeteria UtilizationUpper School Music Room Utilization

Enrichment and specialty rooms at Town School have great variation in their utilization patterns. While the science lab is Town School’s most highly utilized room, other enrichment rooms like the music rooms are among the least utilized. Examples below illustrate the variability.

10-5-20108

Appendix: Occupancy

The area per student at the Town School is reflective of the campus’ dense urban site.

Classrooms in the western wing of the second floor are among the most crowded, in the school, as are rooms 301 and 302 on the third floor.

10-5-20109

Appendix: Scheduling

MKThink assessed the Town School’s schedule on an annual and daily basis. On the annual level, MKThink found that while only 12 our of 171 school days had irregular schedules, 21 out of 37 weeks had irregular schedules. Thus, assuming that a regularly scheduled week is the norm is incorrect. Moreover, these irregular weeks did not evenly affect all classes: classes on Monday, Tuesday, and especially Friday are disproportionately disrupted.

10-5-201010

Appendix: SchedulingOn a daily level, MKThink evaluated the impact of set‐up and break‐down times on teaching time. Assuming 5‐minute set‐up and break‐down times for each class, more than 25% of the day is spent in set‐up/break‐down. Assuming 10‐minutes of set‐up/break‐down time, nearly 50% of the day is spent in set‐up/break‐down.

MKThink also evaluated the impact of switching the upper school to a double period or hybrid schedule – the impacts on teaching times are below.

10-5-201011

Appendix: Faculty

MKThink assessed weekly teaching hours for each teaching in the same way that weekly room‐use hours were calculated. The results are below.

10-5-201012

Appendix: Faculty

An alternate version of weekly teaching hours, each color represents a different classroom that a teacher teaches in.


Appendix 3

Facility Planning

Pre‐1958

Pre-1958

1958

1965

1971

1958

1971

1965

Legend: Date of Construction

Construction Sequence: Level 1 Plan

Pre‐1958

Pre-1958

1958

1965

1971

1958

19711965




Pre-1958

1958

1965

1971


1971

9-10-20101

SF Zoning Map: Use Districts

9-10-20102

SF Zoning Map: Height & Bulk Districts

9-10-20103

2750 Jackson Street

9-10-20104

2750 Jackson Street

9-10-20105

SF Zoning: Height & Bulk DistrictsTable 124 – Basic Floor Area RatioRH-2 1.8:1

Sec. 125 – Floor Area PremiumsCorner Lot – Increase Lot size by 25% for FAR calculation

Corner Lots and Lots at Alley Intersections. On a corner lot as defined by this Code, or on a lot at the intersection of a street and an alley of at least 25 feet in width, the required rear yard may be substituted with an open area equal to 25 percent of the lot area which is located at the same levels as the required rear yard in an interior corner of the lot, an open area between two or more buildings on the lot, or an inner court, as defined by this Code, provided that the Zoning Administrator determines that all of the criteria described below in this Paragraph are met. (A)Each horizontal dimension of the open area shall be a minimum of 15 feet.(B)The open area shall be wholly or partially contiguous to the existing midblock open space formed by the rear yards of adjacent properties. (C)The open area will provide for the access to light and air to and views from adjacent properties.(D)The proposed new or expanding structure will provide for access to light and air from any existing or new residential uses on the subject property.

9-10-20106

SF Zoning: Section 134 Rear Yard Requirements

Corner Lots and Lots at Alley Intersections. On a corner lot as defined by this Code, or on a lot at the intersection of a street and an alley of at least 25 feet in width, the required rear yard may be substituted with an open area equal to 25 percent of the lot area which is located at the same levels as the required rear yard in an interior corner of the lot, an open area between two or more buildings on the lot, or an inner court, as defined by this Code, provided that the Zoning Administrator determines that all of the criteria described below in this Paragraph are met. (A)Each horizontal dimension of the open area shall be a minimum of 15 feet.(B)The open area shall be wholly or partially contiguous to the existing midblock open space formed by the rear yards of adjacent properties. (C)The open area will provide for the access to light and air to and views from adjacent properties.(D)The proposed new or expanding structure will provide for access to light and air from any existing or new residential uses on the subject property.

Education

2010 10 -8_draft3_report