aps-sva site master planng booklet complete 08-09-10

8/9/2019 APS-SVA Site Master Planng Booklet Complete 08-09-10

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TABLEOF CONTENTS

TAB

LE

OF

CONTENTS

I Executive Summary / Approvals

II Participants

III Project DescriptionA. Charter School Goals / Pedagogy 5B. Description of Existing Facilities 6

C. Overview of Conceptual Design Process 7D. Space - Needs Matrix and Programming Data 8 - 14E. Summary of Design Charrette 15 - 22

IV Design SummariesA. Program Solution Narrative 23 - 25B. Probable Cost of Construction 26

V Supporting DocumentsA. Memorandum of Deficiencies (SVA) 27 - 29B. Existing Campus Photographs 30 - 31C. Key School Building Committee Meeting Notes

VI Project Representations ... I - VIA. Existing Aerial Image (2008) IB. Proposed Site Plan (Phased) IIC. Rendering, Interior Space III

D. Rendering, Primary Courtyard IVE. Rendering, Secondary Courtyard VF. Rendering, Outdoor Learning Environment VI


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EXE

CUTIVE

SUMMARY

&

APPRO

IEXECUTIVE SUMMARY / APPROVALS

Executive Summary and Program Statement Approval

Albuquerque Public Schools (APS) has committed to provide a permanent facility for the South Valley Academy(SVA) which meets applicable District / State of New Mexico planning and adequacy standards. The schoolserves an economically disadvantaged community (Albuquerques South Valley) with historically low levels ofeducational attainment. 98.6% of the schools students currently qualify for a free or reduced lunch as per Dis-trict Standards. As a rigorous college preparatory academy, SVA offers a vital service to this community, and hasbeen identified by the District as one of the first six pilot charter schools to undergo this conceptual programmingand design process.

The South Valley Academy campus presently consists of sixteen acres, of which the school owns four acresand leases the remaining twelve with an option to purchase. SVA has constructed two permanent structures onthis site: a multipurpose building / kitchen and a block of three classrooms. The schools remaining functions arehoused in portable buildings which spill outward into a central courtyard / plaza and the surrounding landscape.The conceptual design under consideration proposes to maintain the existing permanent construction and toreconfigure a portion of the 16-acre parcel to serve the schools programmatic and functional needs.

The reconfigured campus is intended to accommodate 235 students in grades 9 thru 12, and is designed suchthat construction may occur while the existing facility remains in operation / with minimal reconfiguration of theportable buildings. Existing prominent landscape elements (old growth trees, acequias, etc.) with important con-nections to the rural history / culture of the surrounding area are treated as anchor points for the design and areleft undisturbed. The schools main outdoor assembly area is configured to allow for the potential addition of a 180student middle school at a future date.

The intent for this project is to meet or exceed the requirements of USGBC Leadership in Energy and Environ-mental Design (LEED) Silver certification for schools.

The South Valley Academy Pre-Program Statement Bookletis submitted for your review and approval. Pleasesubmit any comments or change / modification requests within three weeks of confirmed receipt of this document.If no action items are received by the Design Team during this period, this constitutes the completion of the Con-ceptual Programming Phase of this project.


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PARTICIPANTS

PAR

TICIPA

NTS

APS District Leadership, July 2009

Superintendent: Winston BrooksChief Academic Officer: Linda SinkChief Operations Officer: Dr. Brad WinterAssociate Superintendent for Middle Education: Tim E. GarciaAssociate Superintendent for Elementary Education: Diane Kerschen

Raquel ReedyAssociate Superintendent for Secondary Education: Eddie Soto

APS Board Members, July 2009

President: Martin EsquivelVice President: Paula MaesSecretary: Dolores GriegoDirector of Board Services: Brenda YagerBoard & Constituent Services Specialist: Jamey RickmanExecutive Administrative Assistant: Jeannie ChavezBoard Member: Robert D. LuceroBoard Member: Lorenzo L. GarciaBoard Member: David L. RobbinsBoard Member: David Eugene Peercy

APS / SVA Participants

Facilities Planning and Construction: Karen Alarid, DirectorRoldan Pasion, Staff Architect

School Building Committee: Kata Sandoval-Tonini, PrinicpalAlan MarksRichard BrandtJenny HollisAlicia Lueras MaldonadoJulie RadoslovichDawn StracenerJustin TragerHector Anchondo, StudentLuis Torres, StudentOmar Torres, Student

Design Team

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PROJECT DESCRIPTION III

SCH

OOL

GO

ALS

&

PEDAG

OGY

ACharter School Goals and Pedagogy

(Extracted from disparate sections of the South Valley Academy

Charter Renewal Document, 2009)

South Valley Academy (SVA) prepares young people to becomelifelong learners in a small school setting, based on high academicstandards for all, individual appreciation for each student andteacher, a culture of trust, respect for the diverse traditions of NewMexico, and involvement of family and community.

SVA opened in August 2000 with 70 ninth-grade students from theSouth Valley, six teachers, and a Service Learning coordinator.Each year another grade was added until we reached grades 9-12.Our target goal for grades 9-12 is 235 students. By the year 2014-2015 we will serve grades 6-12 with a total population not to exceed435.

The school draws its student population largely from AlbuquerquesSouth Valley as well as its immediate surrounding communities.SVA is a college preparatory school designed to prepare first-generation, college-bound students for post secondary education.SVA believes that every student, regardless offinancial resources, ethnic background, or documented status hasa right to a quality education. SVA has developed a practice that works to counter the suppression of communitieswho have traditionally been underrepresented in college.

Classes are frequently linked thematically and taught by a professional staff which also drives the Staff Counciland performs many of the administrative functions of the school. The main concept of SVA is to keep the sizesmall so that everyone knows each other and works together as a family. The administrations experience showsthat small equates with student success. The school also uses the community as a classroom and invites thecommunity to participate actively in the school.

SVA believes in embracing its diverse traditions. The school has high standards of respect for all communitymembers, high academic standards for everyone, and a real belief that each student has his or her own personallearning style which the school will support. The Governing Council consists of at least three (3) members fromthe community who reside in the APS District.

Students study a core curriculum in Humanities, Math, Science, and Service Learning, with communication andstudy skills integrated across all domains. These classes are developed collaboratively and have a teacher-student ratio of approximately 1:20. The content standards of each domain are broad descriptions of theknowledge and skills students will acquire and are based on the state board of educations educational standards.

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EXI

STING

FACILITY

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Description of Existing Facilities

The South Valley Academy (SVA) is located on sixteen acres in the South Valley of Albuquerque, New Mexico.SVA has constructed two permanent structures on this site: a multipurpose building / kitchen / physical educationfacility and a block of three classrooms. SVA proposes to add a Performing Arts Center and Lecture Hallimmediately adjacent to the permanent classroom block as part of this conceptual design package (no suitablefacility currently exists). The remainder of the schools existing functions are housed in portable structuresand spill outward into a semi-circular courtyard / plaza and the surrounding landscape. This courtyard is the

conceptual and literal heart of the school, and is important to retain in its present location / general configurationfor use by the SVA community. Partial landscaping and site furniture is existing in this area, but requiresreplacement and/or upgrade as part of this scope.

The Albuquerque South Valley has an agricultural character / history that SVA wishes to recognize andincorporate into a rigorous, college-preparatory environment. The existing campus retains historical infrastructure(irrigation channels, old-growth trees, water rights, etc.) related to this history; these elements are highlighted andutilized to support outdoor learning laboratories (i.e. a wetland area) in the proposed design.

SVA is largely open-land, and has limited shelter from the elements (particularly sunshine). The addition ofshaded and sheltered social spaces to connect disparate buildings and educational areas was cited as a primaryconcern by administrators and students. This includes the schools playing field / secondary parking area, whichis mostly disconnected from the existing campus layout, and is also difficult to supervise. In general, BuildingCommittee participants expressed a desire for the campus to support and maximize usage of all areas duringschool hours.

Refer to attached Memorandum of Existing Deficiencies for additional details regarding the existing facility.


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PROJECT DESCRIPTION

OVE

RVIEW

OF

DESI

GN

P

ROCES

COverview of Conceptual Design Process

III

The design process implemented for this project was dividedinto four phases: collection of design parameters, establishmentof spatial relationships, conceptual design / site planning, andfinal presentation. Each phase is intended to result in a uniquedeliverable which [a] summarizes the spatial needs of the schoolin a quantifiable manner; [b] serves as a generative tool for

further progression; and [c] forms a portion of the final conceptualdesign package. All project stakeholders were involved in mutualinteraction, feedback, and design during each phase; refer todiagrams at right for further elaboration of these processes vis--visproject milestones.

The first phase of our approach was to gather project parametersand generate a space-needs assessment (matrix) for the schoolin relation to established State of New Mexico and AlbuquerquePublic Schools planning/assessment parameters. Interaction withthe Design Committee consisted of an assessment of the existingschool facilities and focus group meetings targeted to identifyspecialized programmatic needs. The South Valley Academy(SVA) is a highly unique institution, and as such required focusmeetings with a wide variety of stakeholders to compile thoroughprogrammatic requirements.

After compilation of initial parameters, the Design Team conducteda guided charrette (phase two) in which members of the schoolcommunity were asked to diagram their conceptual ideas for a newcampus and associated facilities in an architectural (i.e. planimetric/ sectional / 3-D) format. Spatial adjacencies and priorities were ofkey importance during the charrette; the collective ideas expressedby the committee were ultimately distilled by the Design Team intoa diagram of required proximities and associated priorities, and thespace-needs assessment matrix was updated. This diagram wasreviewed with the Design Committee and revised as necessary.

The final phase of the design process constitutes the generationof conceptual design materials (rendered site plan, elevations,vignettes) in conjunction with the Design Committee, and thepreparation of a final marketing package / program booklet foruse during the funding, site selection, program justification, and

Diagram 1: Stakeholder Involvementand Design Paradigm


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The Design Team compiled acomprehensive Space-NeedsAssessment Matrix for the SouthValley Academy in relation

to specific school needs andestablished PSFA and APSplanning criteria. This documentserved as a basis for conceptualcharrettes, and was ultimatelyverified and updated relative toDesign Plus final conceptual


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III

SUMMARY

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DESI

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ARRET

ESummary of Design Charrette

PROJECT DESCRIPTION

A guided charrette was conducted with Design Committee members on August 13, 2008. Groups of committeemembers were asked to diagram their general ideas for the new school facility (or parts thereof) in spatial / partiform. The finished diagrams were presented to the entire group for review, comment, and discussion.

General consensus existed that the new campus should maintain important / established characteristics of theexisting site, including (a) the large community plaza along the southern property boundary; (b) the general

configuration of the playing field; (c) attachment(s) to the existing community acequia system; and (d) theeducational and historical qualities of the surrounding site, including old-growth trees and outdoor learning areas.A primary concern of both students and faculty was that outdoor walkways and public spaces / plazas needadequate shade / environmental protection, and should have a definitive and functional (i.e. from an educationalstandpoint) relationship to interior spaces.

The following pages contain scans of each document generated during the conceptual design charrette, alongwith an associated explanation / descriptive text. An image of the existing site plan is included for reference.

Left: Working photographsrom conceptual design

charrette conducted at SVAon August 13, 2008.


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IIIPROJECT DESCRIPTION

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Description of Existing Campus:The schools existing campus consists of sixteen acres off Coors Boulevard SW in Albuquerque, New Mexico.The site is bounded by irrigation channels on the east and west, and by Blake Road (main access point) onthe north. Existing permanent facilities consist of a multipurpose building / kitchen, a Performing Arts Centerwhich is currently under construction, an Outdoor School Commons and an existing playing field (both outdoorareas to be upgraded / reconfigured as part of this scope). The northeast portion of the site is presently used for

agricultural purposes (the Dragon Farm), an area that is under consideration for reconfiguration as part of thisscope. The existing parking lot and access road along the west edge of the site is a constraint which must bemaintained. Refer to Project Representation VI-A for a larger-scale version of the aerial image presented here.


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III

SUMMARY

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DESI

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PROJECT DESCRIPTION

Diagram #1:Build-out the main portion of the school at the north end of the site. Provide new buildings to accommodateadministrative functions (at the gateway to the site), the English/History programs, the schools library, andElective / Service Learning programs. Provide three science classrooms and a farm kitchen in close proximity tothe Dragon Farm area. Delete the existing intermediate access road (as per Mr. Marks) and create a connectiveartery between the north and south campus areas. There is a possibility for an access / drop-off area near this

location. Create a public amphitheater in the area of the schools existing quad. Expand the parking lot at thesoutheast corner of the site as necessary to accommodate APS standards and the schools needs.


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III

SUMMARY

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DESI

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PROJECT DESCRIPTION

Diagram #2:Create an outdoor amphitheater / public space in the area of the schools existing quad. Design a new buildingmass (classrooms) with a public courtyard near the schools main entrance off Blake Road as shown. Provideconnectivity through and past the existing / future Lecture Hall (under construction) to tie the new buildingtogether with the existing campus. The existing playing field shall remain as presently configured with site/seatingupgrades.


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III

SUMMARY

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PROJECT DESCRIPTION

Diagram #3:Provide a new administration building and visitor parking near the schools main entrance off Blake Road. Installan automatic gate along the main access road to protect the main parking lot. Provide a small intramural grassplaying field with shade trees in the area of the schools existing quad. Expand the size of the student parkinglot as necessary to meet APS standards and the schools needs. Provide a small space for the schools farmmanager adjacent to the south end of the existing Dragon Farm.


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SUMMARY

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DESI

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CHARRET

Diagram #4:Build-out the main portion of the school at the north end of the site. Provide new buildings to accommodateadministrative functions (at the gateway to the site), the English/History programs, the schools library, andElective / Service Learning programs. Provide three science classrooms and a farm kitchen in close proximity tothe Dragon Farm area. Delete the existing intermediate access road (as per Mr. Marks) and create a connectiveartery between the north and south campus areas. There is a possibility for an access / drop-off area near this

location. Create a public amphitheater in the area of the schools existing quad. Expand the parking lot at thesoutheast corner of the site as necessary to accommodate APS standards and the schools needs.


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SUMMARY

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DESI

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CHARRET

Diagram #5:Provide a new administration area, staff lounge, and media lab near the schools main entrance off Blake Road.Provide additional parking in this area as shown. House the schools electives programs in the classroomsto be provided within Mr. Friedmans new lecture hall (presently under construction). Provide a new History /English / Math / Social Science cluster for the high school with a common courtyard / social space as shown.Reconfigure the Dragon Farm as necessary to accommodate the new building masses and explore the possibility

of integrating garden/farm elements into the interstitial spaces. Create a wetlands area and an educationallaboratory as part of / in proximity to the Dragon Farm.


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SUMMARY

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Diagram #6:This is a formal attempt to integrate the schools disparate conditions and elements into a cohesive and diversestructure. Two new large building masses are proposed one in a U shape and the other as a geometricconnector element (high school) along the N-S and E-W axes of the site. Other elements i.e. the scienceclassrooms & outdoor laboratories are clustered as individual units in proximity to the Dragon Farm. Courtyardsand open spaces (i.e. voids) are an important aspect of this overall approach.


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DESIGN SUMMARIES IV

PROGRAM

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OLUTI

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NARRATIV

AProgram Solution Narrative

Notes:

Refer to the Proposed Site Plan included as item B of the Project Representations Section for a larger-

scale graphical representation of the planning concepts discussed here.

Select portions of the academic/curriculum descriptions included with this narrative are extracted from the

South Valley Academy Charter Renewal Document, 2009.

OverviewSouth Valley Academys curriculum is conceptualized as a distributed network of key subject cores which revolvearound an advisory-family concept and specific grade-level requirements. Students assemble by grade-level asa larger family each week to track progress toward this end; a commons area has been provided in addition toflexible spaces such as the library / media center, existing multipurpose room, etc. to allow this function to occur.Outdoor spaces cater to these needs as well; buildings are adjoined with public courtyards where possible, andthe schools existing outdoor plaza is maintained in-situ with upgraded landscaping and a performance platform.In effect, the proposed spatial organization of SVA is primarily subject-based (as opposed to by grade level), andseparate spaces are needed to track and assemble the grade-level communities/families on a regular basis.

Smaller group meetings occur also, but on a more frequent basis as described in the narrative below.


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DESIGN SUMMARIES IV

PROGRAM

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PhasingConstruction of the school facilities is proposed to occur in at least two phases; (1) construction of high schoolfacilities at the north end of the site while existing temporary facilities remain in operation; and (2) subsequentconstruction of middle school facilities (pending revision to the schools charter) and associated infrastructure atthe south. As such, programmatic elements shared between disparate grade levels (e.g. the media center / libraryand lecture hall) are proposed for construction at the north end of the site as part of Phase One. The exception

to this is the schools existing multipurpose room, outdoor plaza, and playing field/track which will remain in-situin the southern half of the site throughout construction. Note that separate administration areas are proposed toserve the upper and middle school programs (refer to Proposed Site Plan).

The Design Team believes additional phasing can be accommodated during the design process, as the proposedcampus consists of disparate structures interconnected via site-features, landscaping, and flat-work.

Accommodation of Programmatic Philosophy / ElementsThe philosophy of SVA is that students learn best when they take control of their own learning. The most personal

and personalized component of the schools educational program is Advisory. All students at SVA are placedwith an adult at the school who serves as their advocate, mentor, and confidante. Advisors serve as the primaryconnection between home and school, guide students in the creation and maintenance of personal learning plans,and monitor the overall academic progress of their advisees. Small advisory groups meet as a family severaltimes throughout the day to assess student performance and achievement; meetings with individual students andparents occur on a regular basis also. Classrooms and flexible-space areas may be captured for this function, butsome additional clusters of meeting / conference areas are required. The preliminary site plan included with thisbooklet identifies the proposed advisory spaces relative to the schools overall need.

Extension of the South Valley Academy family into the surrounding community is promoted by an active ServiceLearning Program (SLP), which consists of an unpaid internship and/or apprenticeship. The mission of thisprogram is to enrich the educational experience of students by actively engaging them in the community inorder to build their capacity for civic participation and employment. All students go out to community placementsone afternoon each week for approximately three hours. The program provides progressively challenginglearning experiences each year which culminate in a senior presentation/thesis project. Space requirements forthis program include offices to accommodate six faculty members with accessibility to street/bus access, anddisplay / presentation space (i.e. a commons area) for students to present summaries of their work to the schoolcommunity. The Proposed Site Plan includes a separate structure in proximity to a central access road / the

schools bus drop-off/pick-up and main access points to accommodate the SLP function.

The SVA core curriculum consists of Humanities, Math,Science, and Service Learning, with communication andstudy skills integrated across all domains. These classesare developed collaboratively and have a teacher-student

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DESIGN SUMMARIES IV

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Social Science and English are in close proximity to one another (i.e. in acontinuous building mass); Math is housed in a separate structure, but isintegrated with the classroom block via a shared courtyard; and Scienceprograms are located in proximity to greenhouses and flexible outdoorlearning areas (wetlands, agricultural land, etc.). This basic classroommodule is repeated for both the upper and the lower school programs.

Unique Site Elements / Planning PrinciplesThe site on which SVA is located has a rural character / history whichis deeply rooted in the culture of New Mexico; the school does not wishto lose this connection as much of the surrounding land progressestoward urbanization. The Schools administrators and faculty have re-conceptualized this history as a productive learning laboratory analternate and sustainable approach for the future which is rooted inprogressive academics. Site development is conceptualized as a modular,

traditional Spanish / New Mexican settlement with view-axes to theexterior, shaded areas, courtyards, and a celebration / use offlexibleexterior space and infrastructure (canals, etc.). Outdoor courtyards arelocated in proximity to educational areas and are configured such thatthey might accommodate outdoor classes.

The architectural configuration of the buildings is intended to promote the district/school goals of passive-solarheating (i.e. southern exposure), natural ventilation, future solar collection, etc. The school administration hasexpressed a desire to achieve LEED Gold or Platinum certification if possible within the available budget. Several

areas of the site are proposed to remain undeveloped to allow for ongoing scientific and agricultural projects tooccur. SVA has gained recognition from the District for pioneering progressive educational programs (i.e. theDragon Farm, an on-site agricultural project in which students may participate), and designated areas for thissort of activity (NIC / to be undertaken by the school) are maintained in the Proposed Site Plan.

Program Summary TableRefer also to the Space-Needs matrix included in section III-E of this document.

View of Media Center / Library

Courtyard

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PROBABLE

COST

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CONSTRUC

BProbable Estimated Cost of Construction (April 2009)

DESIGN SUMMARIES

South Valley Academy - Campus and Site Improvements, Phase One

Item Total GSF Cost Factor Projected PECC

New Building Area 47,501 $200 / Square Foot $9,500,200

Area of Site Development

(Drainage, landscape, andcivil improvements)

337,405 $6 / Square Foot $2,024,430

Contingency 10% of Total $1,152,463

Total Campus, Phase One $12,677,093

South Valley Academy - Middle School Addition, Phase Two [FUTURE]

Item Total GSF Cost Factor Projected PECCNew Building Area 17,713 $200 / Square Foot $3,542,600

Area of Site Development(Drainage, landscape, andcivil improvements)

284,685 $6 / Square Foot $1,708,110

Contingency 10% of Total $525,071

Total Campus, Phase Two $5,825,781

Note: The numbers listed above represent anticipated projected construction costs for this project, and do notinclude soft costs such as design fees, professional surveys, geotechnical, contingencies, New Mexico GrossReceipts Tax, inflation factors, etc.

Refer to the Implementation section of theProgram Solution Narrative for a descriptionof the proposed scope included with each

phase of these projections. The addition of amiddle school to the South Valley Academycurriculum represents a future amendment tothe current school charter; this square footageis not included with the current funding request(shown for reference only).

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MEMORANDU

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AMemorandum of Existing Deficiencies

SUPPORTING DOCUMENTS

To: Bob Robie, ARCFrom: Alan Marks, Kata Sandoval-Tonini

South Valley AcademyRe: Assessment for the FMP

Dear Mr. Robie,

South Valley Academy has worked with Design Plus, LLC over the past months to prepare a program-needsassessment relative to our existing facility, curriculum, and the principles expressed in our charter. The programstatement booklet to be submitted by Design Plus will include a technical analysis of the deficiencies of ourphysical plant vis--vis state planning standards and a formulaic justification of each existing /required item.

The following is an itemized summary which includes several of the deficiencies we have identified for address;please note this text is organized by spatial area, not by priority.

1. Existing portable buildings are in poor condition and have thermal performance / comfort issues

a. Several roofs experience recurring leaks which result in property damage. These spaces are in constantuse and we have nowhere in which to relocate equipment.

b. Three of the portable buildings are more than fifty years old, and five others are more than thirty years

old; renovations have not been conducted.

c. Three of the buildings have no insulation in the walls and experience major air infiltration problems; thetotal wall thickness is less than .

i. The schools server room is located in one of these portable buildings (the only centralized spaceavailable) and has problems with dust infiltration, excessive vibration, and temperature differential.Consequently, SVA experiences recurrent problems with our IT and phone systems.

d. The remaining portable buildings lack adequate insulation (i.e. does not meet current energy code) andthe school must maintain a total of ~twenty-tree separate HVAC systems. This inefficiency results in verylarge heating / cooling bills year-round and a great deal of maintenance cost.

i. HVAC units are frequently non-functional, which affects the ability of our students & staff to occupyportables during extreme seasons.

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complaints during our programming process was lack of shade and constant exposure to the elements,including heat.

b. The location of the parking areas / size of the campus relative to our current infrastructure do notallow SVA to effectively monitor all areas of our facility throughout the day. Consequently, ourstudents experience recurrent automobile theft and we are not able to monitor our playing

field (this area is off-limits to students unless supervised).

i. The unsupervised fringes of our campus border an acequia which poses a security and a life-safetyissue.

ii. Our parking lot does not possess adequate traffic control and does not provide the required numberof spaces for our school body. The parking area does not have any crosswalks or controls acrossmajor aisles.

c. Our health care program is located in an undersized portable facility which is not adequate to serve thecurrent need.

d. The size of our playing field is not sufficient for our facility (vis--vis PSFA adequacy standards) and wehave no infrastructure to water the field and thus maintain it.

e. 90% of the campus lacks landscaping and weed maintenance is a huge problem. Existing irrigationsystems are in poor condition and need to be replaced; the school does not have the means to water thelandscaping that does exist.

3. Our existing kitchen is less than half the size required to serve our Charter. The adjacent cafeteria/gymnasiumis also undersized; we propose to address this by providing supplemental outdoor space for physicaleducation.

4. SVA lacks instructional spaces to serve the requirements of our Charter

a. Our Charter calls for students to meet in advisory groups of 8-11 plus at least one adult three-four timesthroughout the day. We require 24 advisory spaces but only have 16 (students currently meet in offices, in

any available space we do not have adequate indoor-gathering areas).

b. Our Charter and our practice call for us to work with students by grade level on Thursday of each week.These activities frequently involve speakers, presenters, and activities which require spaces to contain40-80 students. SVA also schedules/gives presentations to the senior class (an even larger group) on aregular basis. The campus currently only has one or two possible places to meet, with a maximum

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a. The school currently has five staff members who do not have but require offices. Our Principal hasan office which is less than 100 NSF and does not allow her to effectively meet with students or parents.Our business manager is in a similar situation.

b. Our entire administrative building is housed in a portable and does not have enough space to

accommodate staff meetings, record storage, or the required staff.

i. Our charter calls for a full staff meeting 3-4 times each week. However, our lounge, work, andconference area is a single, undersized room that cannot accommodate the required number ofpersons.

c. The school does not have offices for departmental resources.

d. There are no spaces to accommodate parents or volunteers who want to help us during the day.

6. Other Infrastructural inadequacies

a. Eight of our oldest portable buildings do not have adequate electrical outlets, lack the required number ofcircuits, and lack electrical boxes capable of handling the required classroom equipment.

b. The entire campus does not have adequate gas pressure, which subsequently leads to HVAC problems.

c. The plumbing system at SVA is completely inadequate and half of the existing campus does not have

water or sewer; the existing system does not have the required capacity or pressure.

i. SVA does not have adequate bathroom facilities to satisfy the requirements of ANSI / APS and wecannot (at this point) expand without a lift station.

ii. Several of the bathroom facilities are not ADA-compliant, which further exacerbates the shortage offixtures.

Please do not hesitate to contact us with any questions or concerns you may have in regards to this document.

Kata Sandoval-Tonini, PrincipalAlan MarksS

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B

CURRENT

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AMPUS

PHOTOGRAPH

Existing Campus Photographs (Summer 2008)

Acequia running parallel to access driveMain access drive / entry gate

Student mural at existing portable buildings New classrooms / future performing arts center

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CURR

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AMPUS

PHOTOGRAPH

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Existing playing field areaExisting portable facilities (admin. & classrooms)

Undeveloped site area, old-growth trees to retain Secondary access drive (east)

Current Campus Photographs (Summer 2008)

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Section V-C: Key School Building Committee Meeting Notes

D e s i g n P l u s

2 4 1 5 P r i n c e t o n Dr NE

A l b u q u e r q u e , N M 8 7 1 0 7T e l: 843 - 7587 F a x: 843 - 6773

Project: South Valley Academy (SVA)

Subject: Pre-Programming Meeting

Tuesday, June 3, 2008 at the South Valley Academy Administration Offices

Meeting Notes

In Attendance:

Name Organization Phone E-mail

Kata Sandoval-Tonini SVA 505-352-4227 ksandoval-

[email protected]

Richard Brandt SVA Dragon Farm 505-363-3776 [email protected]

Jenny Hollis SVA 505-452-3132 [email protected]

Alan Marks SVA 505-877-3150 [email protected]

Julie Radoslovich SVA 505-833-3413 [email protected]

Dawn Stracener SVA 505-944-7440 [email protected]

Justin Trager SVA 505-620-8648 [email protected]

Hector Anchondo SVA Student 505-712-9812 [email protected]

Luis Torres SVA Student 505-730-0932 [email protected]

Rupal Engineer Design Plus, LLC 505-843-7587 [email protected]

Manny Juarez Design Plus, LLC 505-843-7587 [email protected]

Joshua Arnold Design Plus, LLC 505-843-7587 [email protected]

Carla Gomez Design Plus, LLC 505-843-7587 [email protected]

Process, Schedule

Rupal: The task at hand is to generate a conceptual idea, organization, and vision for the South

Valley Academy in spatial form, and then to generate a marketing package to facilitate action.o Parameters include project phasing, budget, etc.

The School intends to remain on its present site.o The success of this process lies in its ability to dovetail the schools needs and

goals with existing state standards.o The South Valley Academy would like the schematic design process to move


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The school presently has a new permanent structure under construction: a lecture hall designedby John Friedman, AIA.

o This facility will be incorporated/integrated into the schematic documents to beprovided by Design Plus as-is.

o The South Valley Academy will provide drawings for this project to Design Plusfor reference.

The Dragon Farm will remain in its present and projected location(s), and will form thecore of the school.

The existing on-site cottonwood trees will remain intact.

The existing acequias on/adjacent to the school property will remain intact.

The existing dilapidated house on the school campus will be demolished.

The student body is presently ~70% Latin, and language accommodations should bemade for this stable demographic. Celebration spaces and other culturally-specific

support areas should be provided.o How to make students of all heritages including Latin feel at home within the

culture of the school?

Phased construction:o Phase I: New high school and administration facilities.o Phase II: Renovate existing administration facility and utilize for the schools

middle school program. The middle school will share common facilities (i.e. library, cafeteria,

administration, etc.) with the high school.o Design Plus will create a phased site plan for this project.

School needs parking to accommodate 180 vehicles for community events.

School Vision General Discussion

Environmental Concerns and LEED Certificationo The schools campus should be designed as a model for sustainability, and as a

site to aid students understanding of beauty (both intellectual and emotional).This element has to extend beyond traditional green notions of ecology andtectonics.

The facility should frame citizenship within the surrounding (and larger)community as an important concept. Space for the display and creation ofpublic artwork, sculpture, murals, etc. is essential.

o New construction should attempt to achieve the highest level of LEEDcertification possible within budgetary and environmental constraints.

o The landscape should be treated as part of the sustainable design. Xeriscaping,

solar gathering, water harvesting, etc. are important and should be coordinatedwith the schools overall stated vision.

o The relationship between the school buildings and the landscape is important in a way, the two should be treated as the same entity.

Outdoor spaces should be provided for the instruction of classes.

The existing campus contains a great deal of open space which can (and does) accommodate


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The school needs spaces for building, demonstrations (multi-use), art, and marketing. SVA isconceptualized as a complex environment within itself.

A student services center is needed to serve the community.

General Needs & Organization

Site Considerationso Accessible space near street and classrooms.o Site needs to be open to the community. Allow for controlled after-hours access

to the campus. School to verify specific programmatic elements, etc.o More shade (than existing) is needed for the outdoor areas.o Provide site furniture to create areas for outdoor socialization during school

hours.

o No asphalt parking lots should be utilized; schematic design team to recommenda semi-permeable solution such as Grasscrete.

o A wetland area should be incorporated into the design and integrated with theDragon Farm. Retention pond area?

o Students and faculty like the open feel for the campus. Shelter and connectionelements are needed, but enclosed hallways/corridors should be kept to aminimum where possible.

Classrooms & Labso Organization: departmental, with 9th grade academy as an exception. School to

clarify exact organization / orientation of the 9th grade areas. Approximatelythree teachers per department.

o Provide computer facilities multiple pods between classrooms, perhaps largeenough to accommodate a typical class size. One computer pod perdepartment.

o Each classroom requires individual display space for student work.o Provide a science cluster to accommodate Biology, Physics, and Chemistry.

Each class will have a maximum of 20 people. The science cluster should have easy access to the agricultural/outdoor

components of the school. Provide a greenhouse adjacent to the science classrooms and the

Dragon Farm. Include support spaces and an area in which a farmersmarket could be set up.

Each lab should be set up to cater to its particular instructional paradigm(i.e. a chemistry lab will be different than a biology lab).

o Provide clusters of restrooms throughout the school and in close proximity to allthe classrooms.

o Need 6 7 departmental offices and clusters of large/small meeting spaces toaccommodate students and faculty. Also need separate spaces for the 5th, 6th,and 9th grade levels to convene.

o Classrooms and administration policies at the school have a general open doorli h i d b i i i f d h f l


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The existing campus does not have enough spaces to accommodate therequired number of advisory groups.

The school needs spaces for advisory meetings, perhaps coupled withcourtyards and/or outdoor space. The advisory groups need space tocelebrate individual and school successes.

Storage and lockers are needed for the advisory areas.o Typical size: 11 students per advisor.

Service Learning Programo Offices will need to accommodate four-six people.o The Service Learning program will extend to the middle school in the future, but

will be implemented into students core curriculum. Separate support spaces arenot needed.

o Program should be located in an accessible area, near the street / bus accessand the general classrooms.

Possible central location near the cafeteria and kitchen with amplestorage.

The program buses students off-site to service learning projects.o Structure of program:

Freshmen visit elementary schools in a service capacity. Sophomores work with non-profit organizations. Juniors participate in career exploration, career fairs, internships, etc. Seniors investigate global/community issues, research, and produce.

Each senior implements a Senior Action Project and presentsthis as an exhibition in April to 50-60 people (approx.). The schoolneeds a space that can accommodate these presentations.

Dragon Farmo The Dragon farm is currently engaged in a wide spectrum of innovative

agricultural projects and many new / reconfigured projects are planned in the

future.o Students work on the farm during the spring, summer, fall, and winter in a variety

of capacities farming, marketing, sustainable research, etc.o The farm needs to be preserved in its present location; the school will be

structured around this agricultural land, and should integrate its various systems(i.e. grey water collection, solar, etc.) with the farm where possible.

o The farm will share the greenhouse used by the science classroom to implementa number of projects.

o Flexible spaces are needed to support demonstration projects i.e. a composttoilet.

o The farm has a partnership with a service learning program at UNM, and workswith Bruce Milne (Biologist) in particular. A partnership with the landscapearchitecture program at UNM is also possible.

o The farm has a partnership with NMSU as well. The Dragon Farm will provideD i Pl ith f ll li t f t th d b d t d

Ad i i t ti h ld i l d / l t i lti l


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Administration area should include a server/electronics room, multipleoffices for business and administration activities, storage, public areas forthe Office Manager / Reception area, and seating for the public whoregularly uses this space.

o The school is governed through a democratic process. The staff council meets

daily and a substantial meeting area is needed along with smaller meeting areasfor committees. A medium-size staff kitchen should be part of this cluster.

o Provide a faculty lounge with a separate workspace. Separate this element fromextremely public elements of the school to facilitate staff development.

o Other items as outlined in attached Exhibit A.

Auditorium:o A space to create tradition within the school.

o Specific activities need a place to accommodate speakers provide a spacewhich can be divided down the middle to accommodate two simultaneouslectures.

Provide smaller areas to accommodate lectures 8-10 people at a time. Provide larger, public spaces as well.

o Space for proms and graduations.o To what extent does the building (currently under construction) designed by John

Friedman accommodate these functions? School to verify.

Individual student likes, SVA:o Small-group orientation of the school.o Proximity to nature and general rural setting.o Close connection to the Dragon Farm.o The open feel of the campus limited (enclosed) hallways.

Individual student dislikes, SVA:o Security: access to the campus is hard to control at present. Break-ins have

occurred in the parking lot, etc.o The school needs additional shelter, shade, and connection elements.

Refer to Attached Exhibit A for additional notes and facility/programmatic requirements.


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D e s i g n P l u s


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D e s i g n P l u s


A l b u q u e r q u e , N M 8 7 1 0 7

T e l: 843 - 7587 F a x: 843 - 6773



Wednesday, August 13, 2008 at the South Valley Academy Administration Offices

Public forum: http://charter.designplusabq.com/

Meeting minutes, announcements, schematic design materials, discussion, etc.

Meeting Notes

In Attendance:



[email protected]

Jenny Hollis SVA 505-452-3132 [email protected]



Alicia Lueras Maldonado SVA 505-710-1994 [email protected]

Dawn Stracener SVA 505-944-7440 [email protected]


Hector Anchondo SVA Student 505-712-9812 [email protected]

Luis Torres SVA Student 505-730-0932 [email protected] Torres SVA Student 505-833-2588 [email protected]

Roldan Pasin APS FD&C 212-748-9121 [email protected]


Manny Juarez Design Plus, LLC 505-843-7587 [email protected]


Process, Schedule

Preliminary business: the design committee was asked to scan the minutes from our previousmeeting 6/3/08 for any errors, omissions, or additions.

o Under item Classrooms and Labs, the reference to 5th, 6th, and 9th gradesgrade should be changed to 6th, 7th, and 8th (typographical error).Th h l d t d t d i h d t t hi h l

The next design committee meeting will introduce a PSFA/APS space-needs matrix which is


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The next design committee meeting will introduce a PSFA/APS space-needs matrix which isspecific to SVA. An analysis of the schools site-space needs and allocations can then begin tooccur.

o Design Plus, LLC will invite Pat, Andre, and Rocky from NM/PSFA to the nextmeeting as a resource / sounding board for our discussion of these items.

SVA wishes to move through the schematic design process as quickly as possible. The next meeting will occur on August 27, 2008 at 4:30PM.

Subsequent meetings will occur on September 10, September 24, and October 8, 2008 at4:30PM.

General Project Discussion and Design Parameters

One outstanding topic from our last meeting is the general organization of the school: should the

driving paradigm be organized by department or by grade level (or a combination thereof)?o SVA will be configured by department, not grade level (Ms. Tonini and Mr.

Marks). Most faculty members teach within their core department(s).o Design Plus will provide several spaces for grade-level meetings as desired by

the school.o The high school and the future middle school will have some separate

administrative functions. The specific organization will be verified at our nextmeeting.

The total projected number of high school students is 235 (Mr. Marks via e-mail on 8/14).o ~92 freshmen, 62 sophomores, 46 juniors, and 35 seniors.

The total projected number of middle school students is 180 (Mr. Marks via e-mail on 8/14).o Assume an equal distribution per grade level (school to verify).

Note that the South Valley Academy does not take students during the school year; theenrollment level is therefore controlled by a comprehensive and scheduled admissions process.The school does not expect to expand beyond a total of 415 students at this time.

Organizational Paradigm

The South Valley academy is organized into four departmental cores and two electiveprograms.

o Four core departmental areas are needed: 3 Math classrooms. 3 Social Science classrooms. 3 Science Classrooms 3 English classrooms.

o Two elective areas are needed:

Two general elective classrooms. Offices for the Service Learning program (see meeting notes from 6/3).

No classroom is needed for this program.o Fifteen total classrooms are desired, each at approximately 1,000 S.F.

Provide office and advisory clusters in addition to the classroom areas (21 total).

Mr. Marks will ask John Friedman, AIA to provide Design Plus with a floor plan of the new

Athletic / wellness classroom spaces are desired; school to provide additional details vis--vis


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Athletic / wellness classroom spaces are desired; school to provide additional details vis visPSFA standards.

Design Charrette

Members of the Design Committee were given 24 x 36 print-outs of the school site and asked

to draw ideal configurations for the school. Committee members generally worked in teams oftwo people.

Each pair was asked to present their drawing to the larger group for review & comment at theend of the charrette.

Images and narrative from this charrette are included within the Program Statement Booklet(Section III-D) and were transmitted with the original meeting minutes under separate cover.

Note: These minutes are intended as a representation of all the comments, opinions, notes, andrequests that were voiced during the above-referenced meeting and should be construed as such.Design Committee members are asked to review these notes and to present any modifications oradditions to Design Plus, LLC at their earliest convenience.

The next meeting is scheduled for August 27, 2008 at 4:30PM.

D e s i g n P l u s


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D e s i g n P l u s


A l b u q u e r q u e , N M 8 7 1 0 7

T e l: 843 - 7587 F a x: 843 - 6773



Wednesday, August 27, 2008 at the South Valley Academy Administration Offices

Public forum: http://charter.designplusabq.com/

Meeting minutes, announcements, schematic design materials, discussion, etc.

Meeting Notes

In Attendance:



[email protected]



Justin Trager SVA 505-620-8648 [email protected]




Process, Schedule

Design Plus has created a preliminary PSFA/APS space-needs matrix for the projected studentpopulation at the South Valley Academy. Rupal: The purpose of todays meeting is to review,understand, and [to then] modify this matrix to suit the schools particular needs and existingconditions.

Definitions of terminology used in the matrix:o NSF = Net Square Feet A measure of the useable square footage allotted to

each programmatic element defined within the respective reference guides. Netsquare footage does not include storage space, wall thicknesses, mechanicalclosets, restrooms, etc.

o GSF = Gross Square Feet A measure of the total building footprint allotted toeach programmatic element defined within the respective reference guides.

o Tare Total square footage allotted for storage space, wall thicknesses,h i l l NSF T G S F (GSF)

Each subsequent page of the matrix roughly corresponds with one of the rows in the overall


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q p g g y psummary. Programmatic elements are broken down and the total allowable square footage iscalculated.

Spaces have been provided for the school community to write in Existing NSF and Ideal NSFfor each element. Blank matrices will be provided to the Design Committee and should be

returned to Design Plus with any questions, comments, modifications, and/or square footageinformation each person wishes to share.

Design Plus will contact John Friedman, AIA to obtain construction documents for the schoolslecture hall (currently under construction) and food service area.

The next meeting will occur on September 17, 2008 at 4:30PM.

General Review of Space-Needs Matrix and Project Discussion

The space-needs matrix as included with the schools Schematic Design Marketing Package will be designed to accommodate 235 high school students (grades 9-12).

o The Design Team will provide for reference a space-needs matrix thatincludes calculations for SVAs potential, future middle school program.

o Note: the matrix presented at todays meeting includes the middle schoolprogram (415 total students, 180 middle-school students).

Discussion of Required Classroom Facilities:o The South Valley academy is organized into four departmental cores and two

elective programs. Four core departmental areas are needed:

3 Math classrooms

3 Social Science classrooms

3 Science classrooms & greenhouse

4 English classrooms

Each classroom should accommodate approximately 20 students@ 1,000 NSF.

Provide projection screens, projectors, and A/V interfaces in eachroom.

Several elective areas are needed:

1 Language/Reading classroom @ 1,000 NSF

1 General classroom @ 1,000 NSF

1 office suite for the Service Learning Program.

Space to accommodate other, smaller electives provided withinnew Lecture Hall space presently under construction.

Provide projection screens, projectors, and A/V interfaces in each

room.o Special education: this school practices full-inclusion; an additional classroom is

not needed for this item. Required administrative/testing spaces in this vein areincluded within the Counseling Suite chart.

o Art education: Require one multi-purpose art studio for the upper school (middleschool will require separate) at 1 000 GSF

o Career Education: Provide space for a community culinary-arts program (a la


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RFK) in proximity to the schools kitchen and farm areas. Other career educationspaces are not needed.

o Computer Education: The school presently has two computer labs, one at approximately 800

SF and the other at approximately 650 SF. The ideal configuration would be three computer labs: one at the media

center, one at the library, and one at the art cluster. Each lab should belarge enough to accommodate a normal class (i.e. 1,000 NSF).

o Outdoor learning: Provide an outdoor learning space to accommodate 25 people. Proximity to the schools farm component, greenhouse, and science

program would be ideal.o

School Advisories: SVA requires 26 advisories, each at approximately 375 NSF

(accommodate 12 students). Approximately six-eight additional advisory spaces will be required (the

other advisories can be accommodated within the general and electiveclassrooms.

o General Space Notes: All spaces should accommodate multiple purposes. Part of the

sustainability paradigm is a combination of maximum efficiency and

flexibility. Spaces to accommodate various scales and formalities of congregations

are required throughout the schools campus. SVA presently owns and uses fifteen portable buildings. The school will

verify whether or not these buildings are intended to stay on-campus aspart of the Schematic Design Package (the assumption at present will beno).

The future middle school spaces will be organized in a similar fashion to

the high school area, but should be kept separate from the high school.I.e. a shared, central core and/or quadrant with separate clusters. Locatethe upper school on the northern part of the site and the lower school onthe southern portion (Mr. Marks).

Provide one, controlled-access shower space for emergency student use.

Discussion of Required Indoor Physical Education Facilities:o The school presently has a multipurpose court, small weight room storage area,

and changing area. Provide for expansion of the schools wellness education program (i.e.

one office, an expanded weight room, and a health classroom) in Phase IIor III of the Schematic Design Package.

Discussion of Required Outdoor Physical Education Facilities:o One basketball court is required per division (two goals each, regulation size,

with spectator areas).P id m lti fi ld th im f ti ill b t ll f


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