A Presentation regarding the Tobin Montessori and Vassal Lane Upper Schools Project

MAXIMUM NUMBER OF STUDENTS (UPDATED 12/02/2019)

*Note: In reality the Substantially Sub Separate Special Ed Students and the Sheltered English Immersion Students are not additive. They will almost always be in the 450 due to the need to schedule and mainstream with the general population. These students do, however, need program homerooms which appears to inflate the total capacity. • Auditorium • Gyms • Assembly Spaces • Science Department • Office of Student Services -- offices and testing center • Storage and Shop

PROGRAM ELEMENTS

COMMUNITY AND DISTRICT-WIDE

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FACILITY SPACE PROGRAM

AREA COMPARISON

EXISTING GSF PROPOSED GSF

Human Services

5,291 31,380 Preschool

Community School

Tobin Lower School

36,878 60,600

Vassal Lane Upper School

33,059 63,300

Shared Spaces

44,625 120,800

Learning Commons

Gyms Dining

Auditorium, Performing Arts & Visual Arts

Professional Development

CPS District Wide

8,317 22,300

Building Total

+/-128,170 298,380 Preschool & Community School Tobin Montessori Vassal Lane Shared District

Underground Parking

+/- 55,000

Grand Total

+/- 128,1701 353,380 9 • Playgrounds • Sports Field • Off-street Parking • Bus and Car Drop-off/Pick-up • Bicycle Connection • Emergency Vehicle Access • Tree Protection

OUTDOOR PROGRAM

PROGRAM ON-GRADE

• 1.25 Million Gallon Storm

Water Tank

• Bioswales and Rain Gardens • Solar Panels • Geothermal Wells (if used) • Parking and Circulation

SITE INFRASTRUCTURE

2070 Storm Surge and Precipitation Flooding 11

GOALS & PRINCIPLES

DESIGN GOALS

SUSTAINABILITY RESILIENCE COMMUNITY ASSET Design for net zero emissions and target net zero energy and a healthy environment Include regional, local, and on-site storm water management with a building above the future flood plain Provide a campus respectful of neighborhood and traffic impacts, providing public open space amenities 13

EDUCATION DESIGN PRINCIPLES

Create an identity and front door for each program Offer a hierarchy of spaces supporting developmental needs of each school Draw a healthy balance between school program and shared spaces

IDENTITY & ARRIVAL

FOR EACH PROGRAM

A HEART FOR EACH

ORGANIZE THE CAMPUS FOR

EFFICIENT SHARING

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EDUCATION DESIGN PRINCIPLES

Provide developmentally

appropriate opportunities for active, experiential, reflective learning and socialization Connect learning spaces with readily accessible outdoor spaces designed for learning, recreation, and socialization Create a locus for students and teachers, and support professional development for teachers on- and off-site

DIVERSITY OF OPEN

SPACE FOR EACH

PROGRAM & AGE

EACH PROGRAM HAS

EASY ACCESS TO THE OUTDOORS CREATE A LOCUS OF

LIFE-LONG LEARNING

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OPTION DRIVERS

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EXISTING SITE CONTEXT

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SITE UNDERSTANDING

VALUABLE TREES

ACCESS AND PARKING

OPTIMAL MASSING FOR NEIGHBORHOOD

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CLIMATE RESPONSIVENESS