Program

Architect:
Ruck/Pate Architecture
257 East Main Street, Barrington, IL 60010
Principal-in-Charge & Educational Planner: John Maurer
847-381-2946, jmaurer@ruckpate.com | http://www.ruckpate.com

See below principles for associate firms and product data

School Contact:
Rockford Environmental Science Academy - 6, 7, & 8 Grades
1800 Ogilby Road, Rockford, IL  61104
Dr. Ellen Bueschel, Interim Superintendent
Contact: Roger Kingsbury, Planning Principal, 815-489-5509

Planning Principles:

1. How does the project enhance learning (and teaching), and support the needs of all learners?
The District envisioned a challenging, engaging learning environment, enhanced by the magnet theme.  The focus is environmental science learning for students, parents, teachers, and community members. The design visually expresses the “science of architecture” while empowering the educational specifications through:
• School within school concept
• Grade level houses with self contained student and staff support space
• Well defined team groupings of classrooms, labs, and dedicated technology resource space
• Flexible, specialized “Earth Center” supports project based, interdisciplinary learning
• Interactive outdoor learning facilities

2. How does the design reinforce the school as a center of the community?
Resulting from a desegregation settlement, the project is a model for community use and extended learning opportunities:
• A central element is a community room which serves as a center for parent volunteers, YWCA, evening adult education, adult bilingual classes, lectures, cultural events, art and traveling exhibitions
• Zonable P.E. facilities available to community and park district include: gym, pool, and fitness room
•Community planting areas
• Technology rich Science Resource Center
• Cooperative learning with adjacent arboretum
• School/business partnerships, mentoring relationships

3. Describe the planning/design process and who was involved.
Planning and design was an interactive process with stakeholders from the community, District, curriculum planners, designers, educational planners, construction managers, and desegregation oversight team.  Specific actions included:
• Partnering sessions
• Town hall meetings (bilingual)
•  Individual bilingual meetings with community leaders
• Small group coffees at resident’s homes
• Meetings with colleges, businesses, park district, arboretum
• Weekly meetings of designers and planners with District team
• Program and concept review with Dr. Franklin Hill
• School Board and community presentations of design solutions with open houses

4. How does the project provide for health, safety and security, beyond standard approaches?
Health:  Environmentally sensitive specifications were combined with design and educational programming:
• I.A.Q. standards, construction off-gassing procedures
• Extensive use of natural light, with sunscreening
• Health focused P.E. program with emphasis on swimming and fitness supported with indoor and outdoor facilities
• “Clinic style” student health office
Safety:  Standard alarm and sprinkler systems enhance:
• Simple, supervisable, circulation and exiting paths
• Fully accessible building and site
Security:  A campus environment promotes “sense” of well being:
• Openness creates community and belonging
• Active monitoring systems

5. How does the project enhance the use of all available resources?
Use of the 45 acre site was maximized by:
• Student developed wetland and prairie areas
• Conversion of farm structures to recycling center
• Connection to adjacent arboretum
• Interconnection of bike and fitness trail with community trails
• Outdoor classroom
• Student gardens
•  Science courtyards for student butterfly gardens, native planting projects, and small mammal studies

Indoor facilities include:
• Working greenhouse
• Earth Center with stream tables, hydroponics, aquariums, terrariums and student research displays
• Exposure of building mechanical and structural components to express building technology.

6. What unique strategies allow for flexibility and adaptability to changing needs?
RESA is more “fun” to learn in: engaging, motivating, indoor/outdoor cooperative learning and real life experiences. Facilities reinforce student driven projects. The physical and technology environments are adaptable and flexible:
• RESA is networked, LAN and WAN
• Earth Center is equipped with wireless technology to adapt to needs of constantly changing large experiments
• Greenhouse is wireless technology
• Wireless technology at outdoor classroom
• Mobile technology for teacher’s computers with wireless mouse, moveable TV’s with multiple connectivity per room support flexible groupings

Associate Firms:
Associate Architect: Winters Barr Truitt Architects, PC
Construction Manager: Sjostrom & Sons, Inc
Mechanical: KJWW Engineering Consultants
Structural: KJWW Engineering Consultants
Landscape: Lindberg & Associates
Kitchen: Belter & Associates
Technology: Speicher Fields & Associates
Photography: Brian Hall, Inc.

Product Information: