Woodland Regional High, Beacon Falls, CT
Jeter, Cook & Jepson
Citation Award

Site Plan
Main Floor Plan
Upper Floor Plan
Lower Floor Plan
Renderings & Academic Suites

Grades 9-12
800 Students
175,000 SF
219 SF/student
$123 per Sq. Ft.
48 Acres
Completion: 2001

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Jeter, Cook & Jepson Architects, Inc.
450 Church Street, Hartford, CT 06103
Principal-in-Charge: James LaPosta, Jr. AIA. 
(860)247-9226, laposta@jcj.com
| www.jcj.com 

School Data:
Woodland Regional High School
Route 42, Beacon Falls, CT
Dr. Helene Skrzyniarz, Superintendent, (203)758-6671

Site Development Cost: $5,700,000.
Fixed Equipment Cost:  $2,000,000.

Associate Firms and products are listed below planning principles.

Planning Principles:

1. How does the project enhance learning (and teaching), and support the needs of all learners?
    This new high school is organized into a series of Learning Suites rather than the traditional set of classrooms. Each suite allows for a variety of combinations of small and large group instruction, student project work, and conferencing. Technology education, business, nursing, child development, and food service areas are distributed throughout the school in order to promote greater collaboration between disciplines. All areas have access to the technology network and are designed to support an interactive, hands-on, minds-on approach to learning.

2. How does the design reinforce the school as a center of the community?
    This high school provides a regional center for two towns that share no common border. The outdoor plaza becomes the “town green” and gathers the academic, arts, and athletic pavilions around it. Each pavilion is an identifiable, independent structure that serves the greater community as well as the high school. Child development studios and the business suite are located in an area of the school convenient for public access during the school day in order to assist community members in becoming a part of the learning program. The school is located in a formerly unused portion of a public park. It now provides recreational facilities as well as support services for the balance of the park.

3. Describe the planning/design process and who was involved.
    The design and planning process took place over a five-year period and involved hundreds of citizens in the two towns that comprise the regional district. A volunteer building committee coordinated the effort which included meetings with local officials, neighbors, taxpayer associations, senior citizens groups, parks and recreation officials, local business people, and general public workshops. Cable television and the internet were used to inform the public about the development of the project. Finally, a series of “expert committees” made up of educators from the region as well as neighboring regions collaborated on the design of specific program areas.

4. How does the project provide for health, safety and security, beyond standard approaches?
    The school is organized to allow clear and easy circulation throughout the building. The steep site required a series of large stairs that have been kept open to enhance the school environment but also ease supervision. All areas of the school have windows from the hallway to provide a sense of openness and safety. Hallways with windows to the outside admit abundant daylight and allow students to see other activity during the day. Teacher Centers and administrative offices are distributed throughout the school in order to promote the easy interaction of adults and students.

5. How does the project enhance the use of all available resources?
    Technology is integrated throughout the school and site– voice, video, and data networks connect all areas of the building, not simply the classrooms. A digital wireless data network allows access to resources from any point in the school and most of the site. Students will have the ability to link to network resources from the parking lot, football field, or wetlands study area. Large areas of the site have been preserved to provide a natural ecosystem for study. Culinary arts instruction has been located near the cafeteria to allow a sharing of resources. Connections with local businesses are supported by the business suite, child development classrooms, and technology education centers. 

6. What unique strategies allow for flexibility and adaptability to changing needs?
The Learning Suites have been designed to support not only the types of small and large group instruction that are currently envisioned, but also a departmental model should that ever be reconstituted. Each suite could easily function as 4 traditional classrooms with two departmental offices. The wireless network will allow an easy reconfiguration of technology resources on a daily basis. Site areas have been reserved for future classroom expansion. The technology education areas are open “loft space” designed to be re-fitted as technology needs change.

Associate Firms:
Construction Manager: O&G Industries; Bruce Walpole, (860)489-9261
Mechanical: CES; Douglas Lajoie, (860)632-1682
Structural: Macci Engineers; James Brockman, (860)549-6190
Landscape: CR3 Land Planners; Jeffrey Gebrian, (860)658-1988
Kitchen: Crabtree McGrath Associates; Robert McGrath, (978)232-1122
Technology: CCR/Pyramid; Michael Kerwin, (781)943-4422


Carpet & Flooring
Carpet: Monteray
Phys. Ed. Flooring: Action
Construction Materials
Acoustical ceilings: Armstrong
Ceramic Tile: American Olean

Elevators: Thyssen
Movable Partitions/Walls: Modernfold
Paint: B. Moore
Roofing: Celotex
Windows:  EFCO
Indoor:  Lightolier
Emergency: Dual-Lite

Locks: Sargent
Washroom Equipment

Fixtures: Bradley
Accessories: Bradley
HVAC / Controls
HVAC Units: Trane
HVAC Controls: Johnson
Auditorium/Assembly: Hussey

Science: Mohon
Chalk/whiteboards: Claridge
Draperies/blinds: Hunter Douglas
Lockers: Republic