KRESA New Special Education Building

1. 2009 Exhibition of School Planning and Architecture KRESANew Special Education Building Portage, Michigan, USA Special Education Category Design Concept Award TowerPinkster

2. KRESA New Special Education Building

3. Site Concept Design Community Environment: In 200__, the Kalamazoo RESA (Regional Educational Service Agency) identified the need to create a new, word-class facility to better serve its 200 special needs students. Working diligently to engage the community and promote the benefits of better learning environments for autistic, physically and cognitively impaired students, KRESA passed a $23 million bond millage. Outreach efforts also resulted in an anonymous $3 million donation from a community member. The 117,000 SF New Special Education Building (NSEB) will be located adjacent to the current KRESA Service Center and will replace the existing 30 year old Croyden School. This maximizes use of the already- established 70-acre site and allows parents, staff and the community, easy access to support services located in the Service Center. The project’s site design also incorporates outdoor play areas and a barrier-free nature trail to increase the school’s connection to the outdoors and to create amenities that would engage and support the surrounding community.

4. Exterior Renderings Community Environment: The goal for this project was to create a safe, healthy, nurturing environment for special needs students ages 2-26. A variety of spaces and environments will respond to their physical and cognitive needs, support the teaching strategies and programs of the 186 dedicated staff members, and prepare each student for life in the larger community. While the facility’s impact on the community was a vital consideration, the physical limitations of the students was a primary concern. Many have mobility issues, and are either assisted by staff or use devices such as wheelchairs and walkers. A single-story building, exterior exit doors from student-occupied spaces, and 11,800 SF of canopies and covered walks ensure ease of movement, gross motor skill development, and independence.

5. Spatial Organization Learning Environment: To reflect the vision for the NESB, a “village” concept was created. Smaller, more intimate environments and larger community spaces provide learning spaces that support educational programs, as well as reflect the larger community outside the doors of the building. This fosters the students’ evolution from school to real world settings. The building’s design allows for the progressive downsizing of spaces from the busy “Main Street” to the smaller “Village Commons”, to the quieter “Classroom Homes” and finally to intimate window seats. The positive benefits of small learning communities for regular education populations are well documented, but this design approach is more unique in a special needs setting. The facility is organized along a daylight filled “Main Street”. Specialty Use, Multi-Purpose, Cafeteria, Therapy Pool and Administration spaces are located on one side of the Street. The other side of the Street transitions students to three pairs of “Learning Villages”.

6. Village Plan (Commons, Classrooms and Support Spaces) Learning Environment: Each “Village” supports a variety of smaller group learning environments, consisting of a “Commons” and four classrooms or “Homes”. Although designed similarly to create maximum flexibility, each pair of Villages has a different, complimentary color palette, creating a strong sense of identity. Office and support spaces are located in the center of the Commons and resemble small buildings, reinforcing the village theme. The massing of the Villages maximizes daylighting and connection to the out of doors while minimizing circulation requirements. The southernmost pair of Villages house a pre-school and elementary aged population. The central pair is planned for middle and high school ages; while the northernmost Villages house post-high school adults. All classrooms are designed similarly to promote maximum flexibility.

7. Material Selections Physical Environment The exterior building materials were selected to reflect the “village” theme. To visually reduce the building scale, 8” x 16” brick masonry was used and resin wall panels provide color coding for the Villages. Inside the building, “Main Street” utilizes these same exterior materials to replicate an actual streetscape, as well as offering durability, tactile and visual differences. Views to the outdoors and into Specialty Space “storefronts” provide visual interest for students and visitors and improved visibility for staff. Natural daylight penetrates the heart of the building through clerestory windows located along “Main Street”. Concrete and steel columns support heavy timber trusses and acoustic metal decking. Linoleum was also chosen as the most appropriate flooring for students with mobility and cognitive difficulties. The “Street” scale allows ample room for gross motor skill activities for pedestrians, crutches, wheelchairs and tricycles.

8. Building Section (Village, Main Street, Specialty Rooms) Physical Environment The smaller “Village Commons” provide a more subdued environment. Clerestory windows utilize translucent, insulated fiberglass panels for softer, more diffused daylighting. Acoustic decking, corrugated metal and fabric wrapped panels, as well as carpeted flooring create a “quieter” space. The classroom “Homes” feature a high performance ceiling tile for maximum acoustic control. And the window seat “Cave” spaces have lower ceilings to create a feeling of greater intimacy. The Village Commons, the Classroom Homes, the Pool and the Gross Motor Skill Rooms all have a unique overhead rail system that assists the most physically impaired students. As many of the students suffer from allergies, high indoor air quality was a necessity. The building HVAC is a variable air volume system emanating from three mechanical penthouses. Since a lot of learning takes place on the floor of the NSEB, a radiant floor heating system is provided in all Commons, Classrooms and most Specialty Rooms to provide greater comfort. As a result of daylighting strategies, enhanced indoor air quality, energy efficiency and material selection, the NSEB project is anticipating a LEED Silver Certification.

9. Steering Committee and Planning Process Planning Process: The Planning Process officially began with the successful Bond Proposal passage on November 6, 2007 and several planning committees were established: A Steering Committee comprised of KRESA and Croyden School Administrators, TowerPinkster architects and engineers ensured that the “environment would align with the Vision and Goals set during the planning phase.” The Steering Committee met every two weeks during the design phase, monthly since the receipt of bids in February 2009, and will continue to meet during post occupancy activities. A Design Team included the Steering Committee members and Croyden School Educational Staff. The planning process involved: Benchmarking visits to exemplary special education schools around the state to identify cutting edge strategies and technologies A planning workshop that promoted collaboration among Committee and Board members, parents and neighbors. “Virtual tours” were an outcome of this workshop and the benchmarking efforts, to help all stakeholders better visualize spaces and provide detailed feedback. Intensive, all-day staff interviews were held at multiple times throughout the planning year with educational and administrative staff to provide input and review of design efforts.

10. Timeline of Planning Process Planning Process: By utilizing a holistic design approach, the unique views and perspectives of administrators, staff, parents, community members and design professionals were seamlessly incorporated into the final design. The Steering Committee’s leadership in establishing project goals, priorities and requirements served as the criteria against which design decisions were measured. This collaborative, yet focused, effort resulted in an exceptional design in which each element supports KRESA’s mission of educating, developing and supporting Kalamazoo’s special needs students.

11. Exhibition of School Planning and Architecture 2009 Project Data

12. Exhibition of School Planning and Architecture 2009 Project Details

13. List of Participants TowerPinkster Participants: Steve Hoekzema, AIA, NCARB, Principal-in-Charge Jim Ross, Sr. Project Manager Richard Pratt, AIA, CEFPI, Design Lead Rebecca Meggs, NCIDQ, LEED AP, Sr. Interior Designer Lentz Becraft, PE, LEED AP, Electrical Engineer Perry Hausman, PE, LEED AP, Mechanical Engineer Shawn Parshall, AAIA, LEED AP, Architectural Designer Miller-Davis Participants: John Van Stratt, Project Executive Paul Ickes, Chief Estimator Mark McMullin, Senior Project Manager KRESA Participants: Ronald L. Fuller, Superintendent Holly Norman, Assist. Superintendent - Finance Garret Boersma, Assist. Superintendent – Spec. Education Lynne Cowart, Assist. Superintendent – Instructional Angela Telfer, Principal – Croyden School Dave Flook, Owner’s Representative Angela Moon, Physical Therapist Christi Craft, School Nurse Casey Pawell, Occupational Therapist Debbie Siwula, SCI Teacher Carmen Jonaitis, ECDD Teacher Dianle Merkel, Administrator of CI Programs