Bray Facility Analysis & Needs - June 2015

HIGH SCHOOL & MIDDLE SCHOOL STUDY

HUDSON SCHOOL DISTRICT

Analysis & Needs Assessment Tuesday, June 9, 2015

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Hudson School District | Administration Team Mary Bowen-Eggebraaten, Superintendent Dave E Grambow, Assistant Superintendent Tim J Erickson, Financial Services Director Sandi K Kovatch, Learning Services Director Anthony G Mayer, Student Services Director Andrea M Voelker, Human Resources Director Tracy Habisch-Ahlin, Communication Services Coordinator

Hudson High School | Administration Peggy J Shoemaker, Principal Wendy M Langer, Associate Principal Kevin C Moore, Associate Principal Joshua M Halvorson, Dean of Students Dana L Krahenbuhl, Dean of Students

Hudson Middle School | Administration Daniel W Koch, Principal Dianne M Franklin, Associate Principal Trevor L Hagerman, Associate Principal Diane E Schofi eld, Dean of Students

Hudson School District | Board of Education Jamie Johnson, President Bruce Hanson, Vice President Lynn Robson, Treasurer Carrie Whitacre, Clerk Rob Brown, Member Sandy Gehrke, Member Sue Kattas, Member

Bray Associates Architects, Inc. Michael A. Hacker, AIA, Associate | Architect Stephen Kuhnen, AIA, Principal | Director of Design Matthew D. Wolfert, AIA, Principal-in-Charge

Milwaukee Offi ce 173 N Broadway Milwaukee, WI 53202

Sheboygan Offi ce 1202A North 8th Street P.O. Box 955 Sheboygan, WI 53082

ACKNOWLEDGEMENTS

THIS PAGE IS INTENTIONALLY BLANK

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Introduction

Section One: Hudson High School a. Building Evolution b. Site Analysis c. Building Organization d. Classroom Utilization e. General Classroom/Site Analysis & Needs f. Building Core Analysis & Needs g. Passing Period Analysis h. Classroom Daylight Analysis Section Two: Hudson Middle School a. Building Evolution b. Site Analysis c. Building Organization d. Classroom Utilization e. General Classroom Analysis & Needs f. Building Core Analysis & Needs Appendix: Additional Documentation a. High School Daylight Plans

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TABLE OF CONTENTS

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Hudson School District | Analysis & Needs Assessment iv

The Hudson School District is located in St. Croix County, in northwestern Wisconsin and is considered part of the Minneapolis-St. Paul metropolitan statistical area. The district includes the communities of the City of Hudson, Village of North Hudson, Town of Hudson ,Town of St. Joseph, and the Town of Troy. The school district is comprised of (6) kindergarten-5th grade elementary schools, (1) 6th-8th grade middle school, and (1) 9th-12th grade high school with a total district student population of almost 5,500.

Hudson Middle School:1300 Carmichael RoadHudson, WI 54016

Hudson High School:1501 Vine StreetHudson, WI 54016

Study ObjectiveIn collaboration with the Hudson School District, Bray Associates Architects has conducted an analysis of the existing Middle and High Schools. Initial efforts are centered around identifying academic and facility needs by recognizing opportunities and challenges at each of the existing facilities. Subsequent phases may consider potential solutions to each of the needs assessed.

Methodology

This study process and the documents herein benefi t from a wide approach to data collection and analysis.

The campus needs assessment involved interactive work sessions with District Leaders, Staff and Faculty with additional survey input from Middle School and High School Educators.

An existing facility condition review was also conducted by Bray Architects. This review was conducted through building tours and review of existing building drawings as well as previous planning and analysis conducted by other architectural fi rms.

The January 9, 2015 enrollment count:

Hudson High School: 1,737Hudson Middle School: 1,271EP Rock Elementary: 546River Crest Elementary: 529Hudson Prairie Elementary: 445Willow River Elementary: 404North Hudson Elementary: 339Houlton Elementary: 207Total: 5,478

DISTRICT INFORMATION: PROCESS

Hudson School District | Introduction June 9, 2015v

Aerial View of Hudson Middle School and Hudson Prairie Elementary SchoolAerial View of Hudson High SchoolA i l Vi f H d Hi h S h lf A i l Vi f H d Middl S h l d H d P i i El t S h lf

HUDSON WISCONSIN: SCHOOL LOCATIONS

Hudson,WI


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Hudson High School provides a comprehensive curricular program for students in grades 9-12. As part of the Hudson School District’s long-term High School Learning for the Future initiative, two career focused academies (STEM+ and HealthCare) are offered to students starting in the 10th grade.

HUDSONHIGH SCHOOL1

BUILDING AREA: 290,706 sq. ft. STUDENT POPULATION:1,737 studentsAVERAGE GRADE LEVEL POPULATION SIZE: 430 studentsSITE SIZE: 43.35 AcresGRADES SERVED: 9th - 12th CLASS SIZE GUIDELINES: 22-27 studentsBUS QUANTITY: 35 large & 8 mini busesSTUDENT PARKING PASS QUANTITY: 567

Hudson School District | Analysis & Needs Assessment 2

Hudson High School is a compilation of buildings and additions stemming from the original 1962 Junior High School comprising most of the current west wing. In 1973, Hudson High School was built on the east side of the then Junior High campus. It wasn’t until 1993 that the two buildings were joined together as a single grade 9-12 high school.

The following building evolution diagrams outline the original buildings and additions made over time to accommodate student enrollment growth.

The aging facility is showing signs of needing core building system updates, fi nish replacements, code compliance, energy effi ciency upgrades, and general maintenance renovations.

1962:Junior High School

1993:Building addition

joins former Junior High School with High School

1973:High School Built on

adjacent site

HUDSON HIGH SCHOOL: BUILDING EVOLUTION

Hudson School District | Section 1: High School 3 June 9, 2015

1996:Small Classroom Addition

1997:Addition of Cafeteria,Auditorium, Music andClassrooms

2002:Final Building Addition.This represents the stateof the building today.

HUDSON HIGH SCHOOL: BUILDING EVOLUTION


The existing Hudson High School site is 43.35 acres immediately north of Vine Street and South of Oak Street. Located north of Oak Street is the district-owned School Forest.

The main site is fi lled with the building footprint, parking lots, athletic practice / physical education fi elds and tennis courts. Other than the tennis courts, the current site does not accommodate competition athletic venues.

From Oak Street the vehicular access primarily supports the multiple faculty parking lots. Vehicular circulation is a signifi cant challenge accessing the site during morning drop-off and afternoon pick-up time-frames (pre-7:28am and post-2:43pm), primarily from Vine Street. While this southern drive provides access to forty three buses dropping-off and picking-up students; all coming east to west down Vine Street from the middle school, it also supports parent vehicles and over 560 student vehicles. This limited external site circulation is the primary source of vehicular circulation challenges with the existing site.

Crossing guards control a primary pedestrian crosswalk across Vine Street. Internally, the overlapping of bus, parent and student vehicle traffi c through the same drive lanes and parking lots creates circulation challenges and safety concerns. During school hours a security booth controls vehicular access through this southern drive.

Notes: - Parking quantities are approximate per aerial photos- Does not include overfl ow parking in rented spaces at neighboring church- District releases 560 student parking permits

HUDSON HIGH SCHOOL: SITE ANALYSIS

Faculty Parking: North Lot: 117 spaces West Lot: 43 spaces South Lot: 20 spacesTotal Faculty: 180 spaces

Student Parking: 476 spaces

Total On-site Parking: 656 spaces


Hudson High School

Vine Street

Student/ VisitorParking

Student/ VisitorParking

PRIMARY SITE ACCESS

SECURITY CONTROL POINT

(DRIVE CLOSEDDURING SCHOOL

HOURS)

limited access drive

limited access drivelimite

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driv

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OverflowParking

StaffParking

District Storage

Staff Parking

Staff Parking

Vine Street

PRAPRACTICTICECEFIEFIEFIEIELDSLDSLDSLDS

BUS DROP-OFF

STAFF

STUDENTS/ PARENTS

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Existing High School Site Features

HUDSON HIGH SCHOOL: SITE ANALYSIS


Hudson High School CommonsHudson High School Main Circulation at Cafeteria

The evolution of the current high school building with its multiple additions has resulted in a piecemeal footprint of ineffi cient circulation linking disconnected classes/departments at opposite ends of the facility. Increasing student enrollments have stressed the existing facility with undersized classrooms and over utilization of classrooms which signifi cantly reduces teachers’ ability to respond to fl exible and adaptable learning needs. Student enrollments have also placed stress on undersized and ineffi cient core spaces such as corridors, the cafeteria/kitchen, gymnasium and library.

The school’s existing classroom environments require improvements to support 21st century educational approaches. Such updates relate to fl exible, collaborative learning environments, technology integration, maximized transparency of small work groups for supervision, and adaptive furnishings.

Additionally, the corridor circulation ineffi ciency has caused challenges with congestion during passing periods and leaves little time for pre-/post class instruction, or personal stops such as lockers and restrooms. The inadequate quantity, size and location of lockers signifi cantly minimize their usability by students. As a result, students carry backpacks throughout the school day. Students often leave backpacks outside the cafeteria, choir and band rooms further compounding the fl ow of student traffi c.

* School Planning and Management, 2015, 20th Annual School Construction Report, 1 Feb. 2015, http://webspm.com/Home.aspx

H d Hi h S h l CH d Hi h S h l M i Ci l ti t C f t i

HUDSON HIGH SCHOOL: BUILDING ORGANIZATION

BUILDING AREA: 290,706 Sq. ft.SCHOOL POPULATION: 1,737 studentsSQ. FT./STUDENT: 167 Sq. ft./studentREGIONAL AVERAGE: 198 Sq. ft./student *


FLOOR PLAN | LEVEL 1not to scale






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Hudson High School Science LabHudson High School Classroom

Hudson High School Classroom

Hudson High School operates on an eight period day. Nearly all of the classrooms are utilized 88% or more during the eight period day. Specifi cally:• 56% of classrooms are utilized 100% of the time.• 38% of classrooms are utilized 88% of the time.• 6% of classrooms are utilized 63% of the time or below.

In a more typical high school building there are classrooms open to allow for adaptable and fl exible uses. The standard recommended utilization goal for high school classrooms is 80-85% *.

The higher than average utilization at the High School is due in part to teachers not having offi ce or meeting space outside of their classrooms to meet with students during their “offi ce hours.” Classroom utilization will also be impacted as updates are made to several science labs over the summer which will displace existing classes. Displaced classes will need to be placed into open classrooms throughout the building. In some cases these displaced classes lose important connections and interdisciplinary teaching opportunities due to the distance created by the displacement.

Hudson High School Classroom H dson High School Science Lab

HUDSON HIGH SCHOOL: CLASSROOM UTILIZATION

* Calculating School Capacity: Local, State & National Perspectives. CEFPI Pre-Conference Workshop. 6 October 2007. http://www.brainspaces.com/PRES/BrainSpaces -PRES _2007-1006_Capacity-CEFPI.pdf


Classrooms:

CORE CLASSROOMSThe majority of classrooms are undersized as compared to industry standards. As a result teachers do not have the fl exibility to use multiple instructional methods to personalize student learning. It is diffi cult to adapt classrooms for small and large group learning or provide space for students to work collaboratively on projects.

LAB and CAREER TECHNICAL EDUCATIONSpecifi c needs exist for updating science and S.T.E.M. lab areas. In some cases, signifi cant inequality exists between labs, use and access, limiting what students are able to experience and participate in directly.

Student Support Areas:

Main offi ce areas for student/family conferences are insuffi cient. Privacy is of critical importance in these spaces. The Student Services/Guidance/Health offi ces should maintain existing adjacency to the main offi ce. Staff work, conferencing, and planning areas are inadequate or do not exist at all.

Performing and Visual Arts:

Arts curricula is an important component of the high school course offerings. The performing and visual arts classrooms are undersized for the current student population. In addition, the auditorium seating capacity at 750 can only accommodate one grade level and, in some cases, requires overfl ow seating within the cafeteria for large performances.

Physical Education:

The current gymnasium and fi tness spaces are outdated and undersized to support a student population of this size. In addition there is insuffi cient gymnasium space (both number of courts and size of some courts) to support the physical education, extracurricular, athletic and community uses. The school currently offers summer school phy ed courses in an attempt to alleviate school-year capacity challenges.

Building Infrastructure:

Much of the existing plumbing, heating, ventilation and air conditioning (HVAC), and electrical systems have outlived their useful lives and are in need of upgrade or replacement.

Hudson High School is currently a 9th – 12th grade educational facility with a current enrollment over 1,700 students. The existing building is a compilation of building additions stemming from the original 1962 junior high building. This compilation has resulted in a piecemeal 290,706 square foot facility of ineffi cient circulation and outdated educational environments. Continually increasing student populations have also stressed the existing facility with overcrowded corridors and lunchrooms, overused classroom utilization and atypical course schedules to accommodate meeting academic requirements. The aging facility is also showing signs of core building system updates, fi nish replacements, code compliance and energy effi ciency upgrades, and general maintenance renovation.

HUDSON HIGH SCHOOL: GENERAL CLASSROOM/SITE ANALYSIS AND NEEDS

Academy Support:

Flexible large and small group learning spaces are needed for the full implementation of the High School Learning for the Future academies. A shared large-group lecture area is needed to accommodate academy/school related lyceums, student presentations, and professional staff development. Small group learning spaces with transparency for teacher supervision is needed in all academic departments.

Special Education: Additional classroom spaces have been identifi ed as a need for Cognitively Disabled (CD) Severe, CD Moderate, CD Mild and Autism/Communication Interaction Disorder. Within this area there is a need for dedicated restrooms to support these classrooms. Special education students would also benefi t greatly from a program that provides lab space for work and life skills as well as workplace/vocational training common to a Living Skills lab.

Current best-practices would support dedicated and specifi cally designed sensory/calming spaces in addition to occupational and physical therapy spaces. Some of this space would support small group Physical Education.


East GymnasiumBleachers Bleachers

Girls TeamLocker Rm.

St.

Boys TeamLocker Rm.

BoysLocker Rm.

GirlsLocker Rm.

East Gym Space Use Diagram

Existing East GymExisting East Gym

Weight Room located in upper mezzanine

Separation between East / West gyms creates circulation challenges

(2) stationwood court

Hudson High School has two gymnasium locations; the west gymnasium located within the original Junior High and the east gymnasium which is the current competition facility. The total amount of gymnasium and physical education space is undersized to support current student enrollment. As a result the High School currently offers summer school Physical Education courses to alleviate school-year capacity challenges. Additional gymnasium space is required to support both the physical education program and competitive athletics.

Outdoor green space surrounding the High School is used during the school year and summer as part of the school’s physical education program and athletic practice fi elds. The majority of outdoor competitive athletics are held at locations throughout the district.

A list of Bray Architects recommended space design considerations are shown in the box on the facing page.

HUDSON HIGH SCHOOL: BUILDING CORE ANALYSIS - EAST GYMNASIUM


West Gym

Stage

Bleachers

Servery

Kitchen

Dish

Freezer

Freezer Cafeteria

Kitchen

Mech.

Off.

Off.

Off.

Off.

Receiving

Health Spec. Ed.

Spec.Ed.

STRIVE

STRIVE

Foods

English

Foods

Spec.Ed.

F.A.C.E. F.A.C.E.

Spec. Ed.

West Gym Space Use Diagram

Existing West GymExisting West Gym

Alternate fi nished fl oor requires stairs to access and ADA compliant lift

Access to lower level (wrestling, gymnastics, lockers)

Court not regulation size; limits use

HUDSON HIGH SCHOOL: BUILDING CORE ANALYSIS - WEST GYMNASIUM

CONSIDERATIONS

• Quantity of Gym Stations (Courts)• Physical Education Curriculum• Competitive and Intramural Athletic

Offerings• Bleacher Capacity• Gymnasium Equipment Need• Access to ancillary spaces

• Training Room• Aerobic Studios• Wrestling Room• Locker Rooms


CafeteriaAuditorium

Toilets

Stage

Servery

Media Center

Kitchen

KitchenOff.

Off.

Off.

ReceivingMech.

Freezer

Freezer

Dish

Building Entry

Cafeteria Space Use Diagram

Existing CafeteriaExisting Cafeteria

Cafeteria as a destination

vs. a Commons

Student congestion at servery line reaches into main corridor

Limited points of access make large group ingress / egress challenge

Location + distanceto main toilets makes supervision diffi cult

The cafeteria seating area does not adequately provide the necessary room for the 550-600 students who are served or bring cold lunch each of the three lunch periods. The kitchen serving line and corridor leading to the serving area is insuffi cient.

The industry standard for cafeteria eating space is 15 sq. ft. per student. Hudson High School provides approximately 11-12 sq. ft. per student, suggesting a defi ciency of 3-4 sq.ft. per student.

A list of Bray Architects recommended space design considerations are shown in the box to the right.

HUDSON HIGH SCHOOL: BUILDING CORE ANALYSIS - CAFETERIA

COCONSNSN IDIDDERERATATIOIONSSNS

•• SeSeS rvveery y ApApprproaoachcheses•• SeServvining g TiTimeme ((ststarara t t toto fifi nissh)h• Seating Types/ArrangementsSeSeatatiningg TyTypepes/s/ArArrarangngememenentsts• Social InteractionsSoSocicialal IIntntereracactitiononss• Grade Level Interaction• Cafeteria As Commons/Lobby• Kitchen/Receiving Specialties• Lunch period Scheduling

Hudson High School Lunch Period Schedule:

Daily Schedule - M, T, W, F:6th Period - A Lunch: 11:32am - 11:57am 6th Period - B Lunch: 12:02pm – 12:27pm 6th Period - C Lunch: 12:32pm - 12:57pm Teacher Collaboration Schedule - Th:6th Period - A Lunch: 11:42am – 12:07pm 6th Period - B Lunch: 12:12pm – 12:37pm 6th Period - C Lunch: 12:42pm – 1:07pm

- 550-600 students / lunch period - All students taking hot lunch pass through food service line within fi rst 7 minutes of lunch period - 200 students pass through ala-cart / seconds line

• Number of Lunch Periods• Duration of Lunch Periods


BuildingEntryMedia Center

Seating Seating

SeatingComputers

Circ.

ComputerLab

Support

Library / Media Center Space Use Diagram

Existing Library / Media CenterExisting Library / Media Center

Inadequate size and seating quantity; supports (2) classes with need for (4) classesAmple natural lightLimited resource spaces

(SGI, tutoring)

Centrally located within building

Single entry along main corridornear Cafeteria makes circulation

diffi cult

Sound penetration from Cafeteria

The existing High School library/media center is centrally located within the building along the primary East/West corridor and immediately adjacent to the cafeteria. The seating, stacks, and circulation area is approximately 4,700 sq. ft.

Best-practice for 1,737 students would be 5,560 sq.ft (8% of total HHS student population x 40 sq. ft. = 5,560 – based on the low end of the Minnesota Guide for Planning School Construction Projects target range of 8%-10%) suggesting the current media center is undersized. Additional fl exible seating options and collections stack space is needed. There is currently limited resource space for intervention or small group study. Considerations should be made for student academic success center support.


HUDSON HIGH SCHOOL: BUILDING CORE ANALYSIS - LIBRARY/MEDIA CENTER

COCOCOCOCOCOCOCOCOONSNSNSNSSNSNSSSNSIDIDDIDIDDIDIDIDDDERERERERERREE AATATA IOOOOOOIOONSS

••• CoCoCollllececectitit ononon TTTTypyppyy eses/ QuQuQuQuuuuuuanananannanaa ttittitititiitiiiieeesesese••• SeSeSeSeS atattininggggg TyTyTyTyyTyTyTyTypepepppeess/s/QuQuaananannnnnntiiititit titititittititit esesseeeeseee•• CoCoCoCCCCCollllllababababororororatatatativive e EnEnviv roronmmenentsts• CeCentntntrararalllllll y yy LoLoLoL cacacateteedd WiWiW ththinin BBBuiuiu ldldininnggg•• AcAccecessss ttoo AcAcadadememicic RResesouourcrceses• Student Academic Success Model• Access to Technology• IT Support Services• Control of Students and Media• Computer Lab in or adjacent to Library


Building corridor widths at the existing High School range from 10’ at main corridors to 6’ at secondary passages. 12’ wide main corridors would be typical at the high school level. The wider corridors feed into smaller corridors creating bottle necks and congestion. Due to the nature of the building’s evolution and multiple additions, the corridors, while nearing the industry target for percentage of total building area, are ineffi cient and in some cases dead end.

Many of the classroom doors on the west side of the school open out into the corridor reducing passing area and creating safety concerns. Circulation is further challenged by any small group of students who may gather to converse during passing time. In essence, students who stop for any reason during the normal fl ow of circulating students, can be compared to an accident along a busy interstate highway. Stopped students create a domino effect and increase congestion.

To avoid congestion and what many students have referred to as the stress of navigating the main corridor, a signifi cant number of students use the “outdoor hallway” to get from one end of the school to the other quickly and hassle free.

Hudson High School

Student Population: 1,737

Gross Floor Area: 290,706 Sq. ft. Circulation Area: 47,818 Sq. ft.

16% Circulation

Backpacks piled against the wall

Backpacks cause tripping hazard in corridors

Prescott High School


19% Circulation

Sun Prairie High School


20% Circulation

HUDSON HIGH SCHOOL: PASSING PERIOD ANALYSIS


North

During lunch periods, all student backpacks are left outside of cafeteria within corridor to maximize space inside cafeteria during lunch. This reduces corridor width and causes significant student congestion before and after each lunch period. Limiting east/west circulation along main corridor.

Many existing classroom doors swing out into corridor. Door swing is a safety concern, and when open (often at both sides of corridor) passage width is significantly reduced. Further challenges occur at locker locations (Locker width, door swings, students standing, etc.).

At this location existing lockers are 6” wide x 6’ tall. A typical H.S. locker size is 12”wide x 6’ tall.

Main corridor stretches approximately 650 linear feet. east/west, linking the western core academics classrooms to the eastern classrooms. This length is equal to two football fields.

Additional student lockers are located within core academic wing. At this location lockers are average size for H.S. These lockers are located at the opposite building end to the eastern student locker locations.

Circulation bottle neck/ pinch point.

Alternate East/West Route:Students avoid congested main corridor by crossing east/west at exteriorsidewalk. Exiting and re-entering the building during the school day is a safety concern.

Cafeteria Exit Congestion Main Corridor Congestion Main Corridor CongestionOutdoor Hallway

Du iring llun hch periiodds lalll

*

Building Net Area

Circulation Area

% of Circulation Inlcudes 6’ Passage Through Cafeteria /Commons

Gymnasium

Kitchen

Serving

Cafeteria

Core Academic Wing

Library

Theater

Music

Admin. Offices Academies

Gymnasium Locker Rooms

Specials

Tech. E.D.

Many existing classroom doors

At this location existing

affette iria EExitit CConge tstiion aainin CCororriridodorr CoCongngesestitiononMaM aainin CCororriridodorr CoCongngesestitiononMaMa

student locker locations.

Outdtdoor HHallllway Ca

HUDSON HIGH SCHOOL: PASSING PERIOD ANALYSIS


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Best-practice design standards attempt to provide natural light into as many learning spaces as possible; the Bray Architects standard ranges from 85%-95% of space with natural light.

In their current locations, the departments most impacted by a lack of natural light are special education, math, social studies and world languages. In addition, 43% of the classrooms within the 9th grade academy do not have access to natural light.

Existing Classroom Without Daylight

Hudson High School

94 Total Classrooms

39 Classrooms or 41%

Without Natural Light

Prescott High School

28 Total Classrooms

9 Classrooms or 11%


Sun Prairie High School

85 Total Classrooms

4 Classrooms or 14%


HUDSON HIGH SCHOOL: CLASSROOM DAYLIGHT ANALYSIS

“Test scores were 7-26% higher for school children in classrooms with plentiful natural light than for those in classrooms with little or no daylight.” -Study from Heschong Group

“Learning rates were 26% higher in reading and 20% higher in math in rooms with more daylight.” -Study from Sacramento, CA “Light Helps Pupils Learn“


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Hudson Middle School provides a comprehensive transitional program for meeting the academic, personal/social and career/vocational needs of middle level learners.

BUILDING AREA: 197,770 sq. ft.STUDENT POPULATION: 1,271 studentsAVERAGE GRADE LEVEL POPULATION SIZE: 423 studentsSITE SIZE: 35.1 AcresGRADES SERVED: 6th - 8th CLASS SIZE GUIDELINES: 22-27 studentsBUS QUANTITY: 34 large buses, 8 mini buses

HUDSON MIDDLE SCHOOL2


HUDSON MIDDLE SCHOOL: BUILDING EVOLUTION

Hudson Middle School was built in 1994. The following building evolution diagram outlines the additions made to the original building over time due primarily to student enrollment growth.

In 2012, the Middle School began using Hudson Prairie Elementary classrooms as a short-term solution to continued student enrollment growth. The Middle School currently uses Hudson Prairie classrooms for Health, Physical Education, Gifted and Talented programming and Orchestra lessons. As a result of the Middle School using Hudson Prairie classrooms, Hudson Prairie has capped enrollment and students enrolling beyond Hudson Prairie’s cap are transported at district expense to an alternative elementary school within the district.

As an additional short-term solution, the Middle School has placed 13 teachers on carts, taking advantage of open classroom space throughout the school day. Details regarding the cart teachers and their impact on student learning are described later in this report.

Hudson Middle School Library/Media CenterHudson Middle School Cafeteria

Hudson Middle School House Resource AreaH d Middl S h l H R A

Hudson Middle School Cafeteria H d Middl S h l Lib /M di C t

Hudson School District | Section 2: Middle School 24 June 9, 2015

HUDSON MIDDLE SCHOOL: BUILDING EVOLUTION

2010:Cafeteria/Multi-Purpose,

Music, Physical Education Addition

2000:Pool Addition

1996-1997: Classroom Addition (6) Offi ce Addition

1994:Hudson Middle SchoolNew Construction


The existing Hudson Middle School and Hudson Prairie Elementary School site is 35.1 acres immediately east/south of Carmichael Road. The site is adjacent to multiple residential subdivisions and near a county administration facility.

An athletic fi eld and track surface has been developed immediately south of the middle school. Dedicated elementary school and middle school parking lots are located near the respective main entries to each school. The most southern ball fi elds are on 14 acres of School District/City joint use property.

Vehicular circulation and site access is a signifi cant challenge during morning drop-off and afternoon pick-up (pre-7:30am and post-2:37pm). The middle school has forty two buses dropping-off and picking-up students prior to traveling to the high school for drop-off/pickup there.

Parent drop-off and pick-up is controlled through one-way site movement with parent vehicles entering at the southern entry and exiting at the middle access point. The current interaction of parent and bus traffi c is limited to merging at the central exit with the majority of this shared circulation adequately separated while within the site.

The site has three access points, all along Carmichael Road, with limited intersection controls. Traffi c backups regularly occur during drop-off and pick-up times. The lack of external site circulation is the primary source of vehicular circulation challenges to and from the existing site. Crossing guards control two pedestrian crosswalks, one at the North and a second at the West end of the site.

HUDSON MIDDLE SCHOOL: SITE ANALYSIS


Hudson Middle School

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Existing Middle School Site Features

HUDSON MIDDLE SCHOOL: SITE ANALYSIS


Hudson Middle School House Resource Area Hudson Middle School Circulation Corridor

Hudson Middle School’s academic and physical organization is based on the “house” concept. Teaching teams are arranged into grade level houses with core subjects taught within the house area. Students leave their houses to attend physical education, health and exploratory/elective courses such as band, choir, technical education, and art. The house structure, breaking the larger student population into smaller learning communities, is designed to provide maximum support for each student’s educational and developmental needs. Challenges currently exist related to stresses on the ideal house utilization. These challenges are further described within the forthcoming classroom quantity needs assessment.

Architecturally, the building layout very clearly supports the house concept. Pods of houses, fi ve classrooms per house, align along a single shared main corridor. Each house was designed to accommodate a maximum of 135 students (5 classrooms x 27 students = 135).

The main trunk corridor then leads students from their house to the school’s shared areas (cafeteria, media center, gym and exploratory/elective course classrooms). The building’s general organization is simple with intuitive way-fi nding.

The core classroom square footage sizes are lower than standard**, ranging from 728 sq.ft. to 840 sq.ft. In addition, the quantity of educational spaces is insuffi cient.

Hudson Middle School House Resource AreaHudson Middle School Circulation Corridor

HUDSON MIDDLE SCHOOL: BUILDING ORGANIZATION

BUILDING AREA: 197,770 Sq. ft.SCHOOL POPULATION: 1,271 studentsSQ. FT./STUDENT: 155 Sq. ft./studentREGIONAL AVERAGE: 207 Sq. ft./student *

* School Planning and Management, 2015, 20th Annual School Construction Report, 1 Feb. 2015, http://webspm.com/Home.aspx

** Target classroom size for a class size of 27 students = 850-950 sq. ft. Source: Minnesota Guide for Planning School Construction Projects

Building area and sq. ft. per student do not include the space in Hudson Prairie Elementary used by middle school students








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Hudson Middle School House Resource Area (lockers in red were added over time) Hudson Middle School STEM Classroom

Hudson Middle School Resource Area

Hudson Middle School currently operates on a nine period day. The majority of the classrooms within the houses are used all 9 periods of the day (100% utilization) or 8 of the 9 periods (88% utilization). In a more typical mid-level school building there are classrooms open to allow for adaptable and fl exible uses. The standard recommended utilization goal for middle school classrooms is 70-85%. *

The higher than average utilization at the Middle School is the result of the 13 teachers on carts. Cart teachers move into open classrooms as they are available. This impacts students’ ability to connect before or after class with a teacher because he/she is typically on the move to the next open classroom. Teachers on carts are often disconnected from their house teaching team. House teaching teams will have common collaboration time to review student data and provide necessary student interventions in a timely fashion. Cart teachers are less likely to regularly meet with their house colleagues due to moving throughout the building and having a schedule that aligns with open classrooms rather than house teaching team schedules.

The classroom utilization percentages do not refl ect the additional classes that are currently taught at Hudson Prairie Elementary School. * Calculating School Capacity CEFPI Pre-Conference

Workshop - October 6, 2007

Hudson Middle School House Resource Area (lockers in red were added over time) Hudson Middle School STEM Classroom

HUDSON MIDDLE SCHOOL: CLASSROOM UTILIZATION

H d Middl S h l R A


Classroom Quantity:

Student enrollment growth within the Middle School has stressed the school’s house concept and program delivery. Some students have to move outside of their house to attend core classes; disrupting the important academic supports and relationship building that occurs within the house concept. The lack of available classrooms dedicated for each teacher has forced 13 teachers to move from classroom to classroom, house to house, teaching from a cart. Other teachers have been moved to classrooms in the adjoining Hudson Prairie Elementary School.

Teachers on carts have described challenges in their ability to customize curriculum and lesson delivery for their students due to their limited ability to adjust the classroom setting. Little time is available to prepare a classroom forcing teachers to use some of their instructional time as set up. Students also have diffi culty connecting with cart teachers during their study periods because the teacher may be located in another house.

Exploratory/Elective Courses:

Over time the Exploratory (6th grade) and Elective (7th-8th grade) courses have evolved to meet changing learning goals in the areas of S.T.E.M. (Science, Technology, Engineering and Math), world languages, Family and Consumer Science, and the arts. Many of these courses require larger working spaces that support project-based learning or fl exible student groupings.

The current Technical Education classroom lacks the adequate technology, separation of clean environments, and fl exible/collaborative educational spaces needed for the delivery of S.T.E.M. programming. Additionally, Family and Consumer Sciences, Music and Art have spaces that are undersized or ineffi cient for fl exible learning.

Flexible Small and Large Group Learning Spaces:

The instruction of today’s students is signifi cantly different from the types of instruction used when Hudson Middle School was built in the 1990’s. Learning is far more interactive, requiring students to work collaboratively in small groups, come together for large group presentations, and fi nd quiet individual learning spaces. The original house common areas were designed to meet this fl exible learning space, but its current functionality has been minimized due to the encroachment of lockers into this area. The majority of classrooms are undersized and do not provide much fl exibility for classroom rearrangement that would accommodate different projects or presentations.

Special Education:

Specialized program for students with complex medical and physical needs should be located on the main level of the building. With only one elevator located at one end of the building access is challenging.The size of many special education facilities should be signifi cantly increased to accommodate students with physical disabilities (e.g., standers, wheelchairs, etc) and sensory needs (e.g., motor space, calming areas) Special education facilities should include a large private bathroom with a changing table, shower, and handicap accessible toilet. Student Support Areas :

Many of the spaces used for Student Services that support students with special needs need to be modernized and in some cases located in closer proximity to the houses.

Main offi ce areas for student/family conferences are insuffi cient. Privacy is of critical importance in these spaces. The Student Services offi ce should maintain its existing adjacency to the main offi ce although ideally it would have a separate student-dedicated entry.

Staff work, conferencing, and planning areas are inadequate or do not exist at all.

Hudson Middle School’s organization, both academically and physically, is structured around houses. Grade level houses include teaching teams that focus on core subjects with students leaving their house for physical education, health and exploratory/elective courses such as band, choir, technical education, and art. The house organization allows the full student population to be broken down into smaller learning communities. This approach allows students to be provided with as much support as possible based on each student’s needs - both educationally and developmentally. The ideal house utilization is currently stressed by the student population and the number of teachers working from carts instead of houses.

Student enrollment growth and evolving curriculum delivery have led to a culmination of existing facility challenges. Through a series of meetings with district and school leadership, staff user-group meetings and a survey exercise, the following summary of needs have been identifi ed.

HUDSON MIDDLE SCHOOL: GENERAL CLASSROOM ANALYSIS AND NEEDS


Within each house is large open area used for fl exible large and small group learning. The house common area was originally designed to accommodate meetings for the entire house of students or allow for multiple small groups to work together. The usable space has been reduced as lockers were added for student enrollment growth. This fl exible learning space is highly valued by students and teachers.

A list of Bray Architects recommended space design considerations are shown in the box below.

Hudson Middle School House Resource Area Plan

Hudson Middle School House Resource Area

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A lack of storage has led to use of corridor

space for storing materials, books, and

supplies

Lockers within the space provide controlled

and effi cient use, while their short height allows

for visual connectivity

CEach house is branded through use of themed decor

Classrooms lack transparency to the resource space

Additional lockers infringe on Resource SpaceCR

CONSIDERATIONS

• Size of resource space• Number of classrooms sharing resource space• Visual connection between classroom and resource• Access to technology and power• Seating arrangements and furniture type• Implied defi nition of space vs. circulation• Allow for various group sizes and activity types• Adequate Storage

HUDSON MIDDLE SCHOOL: BUILDING CORE ANALYSIS - HOUSE RESOURCE SPACE


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Hudson Middle School Gymnasium

Hudson Middle School Gymnasium Plan

The existing Middle School Physical Education spaces are located within the east wing of the building. These spaces include a two-station wood court gymnasium, a carpeted multipurpose space, a swimming pool and a multipurpose cafeteria space with adjoining weight lifting room. Access to these Physical Education spaces are at a premium throughout the school day. As result the Middle School Physical Education program makes use of Hudson Prairie’s gymnasium during the fi rst two periods of the Middle School day before the elementary school day begins.

A critical need for additional physical education space has been identifi ed. Additionally, the gymnasium is the only large space within the school to hold “all-school” lyceums or events. As student enrollment has grown, the gymnasium is no longer adequate to hold “all-school” events or large community gatherings.


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Circulation through multi-purpose room to gymna-

sium

Spaces are not large enough to support

all school and community events

Carpeted multi-purpose space is a usable

activity space, although it is inadequate for

competitions

Inadequate quantity of physical education sta-

tions for current school population

District pool’s location at the Middle School allows

for swim curriculum

HUDSON MIDDLE SCHOOL: BUILDING CORE ANALYSIS - GYMNASIUM


Building Entry

Band Room

Choir Room

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Fitness

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Hudson Middle School Cafeteria Plan

Existing CafeteriaE i ti C f t i

Servery circulationSeating type / arrangement

Location at east end of building creates a long path of travel

Although the seating area within the cafeteria has been found to be adequate, the serving area is insuffi cient for the number of students served. The cafeteria and kitchen serve over 1,200 students over (3) lunch periods or approximately 430 single or second meals/lunch period.

The current circulation to the cafeteria serving area is brought through the music department hallway causing some disruption within the music academic space. The actual serving area/serving lines are undersized to support the number of students fl owing through them. This is resulting in longer waits in line that impact the student’s time while cued within the music department hallway while also limiting their time to eat lunch.


Middle School Lunch Period Schedule:

5th Period (6th grade): 10:39am - 11:09am Advisory: 11:09am - 11:26am6th Period (7th grade): 11:26am - 11:56am Advisory: 11:56am - 12:13pm7th Period (8th grade): 12:13pm - 12:43pm Advisory: 12:43pm - 1:00pm

*430 students / lunch period

Circulation through space to access other areas

ELEMENTARY SCHOOL

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HUDSON MIDDLE SCHOOL: BUILDING CORE ANALYSIS - CAFETERIA

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• HHS Daylight Analysis

APPENDIX3


ENGLISHENGLISH

9th Grade Academy

SCIENCE

MATH

MATH

SOC. STUD.

SOC. STUD.

SOC. STUD.

SOC. STUD.

SOC. STUD.

SOC. STUD.

SPEC. ED.

SPEC. ED.

SPEC. ED.

AD.

SPEC. ED.

SPEC. ED.

SPEC. ED.

TECH. ED. TECH. ED. TECH. ED.

AG.

ENGLISH

TECH. ED.

SPEC. ED.

BUS./M.

BUS./M.

FOREIGNLANG.

FOREIGNLANG.

FOREIGNLANG.

FOREIGNLANG.

Classrooms WithNatural Light

Classrooms Without Natural Light



Classrooms WithNatural Light

Classrooms Without Natural Light

MATHMATH

MATH MATH

MATH

SPEC.ED.

ENGLISH ENGLISH

ENGLISH


Documents

Bray Facility Analysis & Needs - June 2015