Central Tree Middle School - Post Occupancy Evaluation
Curriculum Goals & Implications

 

Preface & Executive Summary	Section 3e Space-Specific Evaluation
Section 1 & 2 Introduction & Methodology	Section 3f Space Specific Evaluation 2
Section 3a Overview	Section 4a The Exemplary Middle School
Section 3b Summary Chart	Section 4b Curriculum Goals & Implications
Section 3c Building Wide Evaluation	Appendix
Section 3d Building Wide Evaluation 2

 

Program | POE | Site | 1st Floor Plan | 2nd Floor Plan | Photos

 

 

 

The middle school model is based on the recognition that young adolescence represents a distinct developmental stage with its own set of social and emotional needs.  The design of the building needs to take these into account.

 

 

The location of  activity centers can help students take gradual steps toward independent movement throughout the school.  For example, at Central Tree the Tech Ed and Art Studios are located between the seventh and eighth grade clusters on the second floor.  This gives fifth graders a chance to explore the school, a reason to go to the second floor they wouldn’t otherwise have, and an opportunity to gradually begin moving from their protected cluster to the rest of the school.

 

Classroom clusters provide students with a feeling of freedom of movement within very well-defined territorial boundaries so that they are not confined to the classroom, but yet are easily supervisable.

 

Provision of a school store provides students with opportunity and responsibility to take care of their needs and gives them a feeling of relative independence

 

 

 

Young adolescents can be particularly vulnerable to feeling socially threatened.  One way to help is to make large, potentially overwhelming spaces friendly.  A critical space is the cafeteria where students can feel left out and overwhelmed at having to face the whole grade level in one room. These feelings can be influenced by the qualities of the space such as the furniture layout and noise level.

 

At Central Tree a variety of seating opportunities -- rectangular, as well as smaller round tables designed for 8-10 children -- makes the space feel socially manageable and presents students with a choice of sitting in large or smaller groups.  Breaking down the cafeteria seating in smaller groups not only makes it seem far less institutional, but also tends to keep noise levels down and helps teachers to supervise.  Natural lighting brightens and warms the space .  The use of sound absorptive materials can also   help create a more comfortable space.  At CTMS, the cafetorium is also used for performances and so it has a wooden stage along one wall which, along with the stage curtain, warm up the space.

 

The Learning Resource Center has a range of spaces for quiet individual reading or studying in small groups, conducting independent projects and multi-class activities.  This allows students to function and learn in a wide range -- in both composition and size -- of social groups.

 

 

Providing spaces for informal socializing gives students an opportunity to connect with one another and with the school.  For example, at Central Tree the stair landing was a popular place for “hanging out,” as was the balcony and the water bubbler.

 

 

 

Research indicates that students of middle school age are able to concentrate better and be more productive if they can get up and move around.  They need the space and opportunity to do so.    Classrooms should be designed with enough space for moving around.

 

 

 

The school needs to be designed taking into account  not only that 11 to 14 year olds have needs distinct from those of the elementary school and the high school, but also that each grade level has its own needs.  For example at Central Tree, for the fifth graders “home” is their classroom.  For the sixth graders it is their cluster.  For the older kids, however, their classroom cluster is their home base, but they “own” the entire school.   For this reason placing the fifth and sixth grade clusters on the first floor, directly accessible from the entrance into the cluster area is very important to supporting the younger children’s use of the building.

 

 

The middle school philosophy is based on the belief that young adolescents need to experience a variety of different teaching approaches.   This is in order to keep students motivated, to reach students with different learning styles, and to help deepen the understanding of selected subject matter.   Teachers offer a range of creative educational experiences to students.  These include independent study programs, small groups focused on one aspect of the subject being studied by the whole class, interdisciplinary teaching, and others.

 

 

The space should not determine or limit the kind of approach a teacher can apply.  Instead, classrooms should be large enough and flexible enough to accommodate different types of teaching approaches (such as integrated self-contained instruction, departmental, multi-age grouping, etc.)  and combinations of approaches.

 

Teaching by the use of hands on interactive problem solving means the classroom space needs to accommodate a variety of activities, varied student groupings, and the storage of materials, as well as computers for usage in the classroom.  There needs to be ample space for students to move around as well as for rearranging the furniture so that desks may be arranged individually, in pairs, or in clusters, depending on the mode of teaching.  Plenty of storage cabinets and open bookshelves to promote literacy should be provided.

 

 

 

A range of spaces should be provided to accommodate different learning experiences, a variety of teaching modes, and varying levels of interaction.

 

A variety of space sizes should include spaces which accommodate individual learning, staff with small group, team, grade, more than one grade, and the entire school community.  Learning is geared to all of these levels.

 

 

Interdisciplinary teaching has as its goal to help students see the connections between subject areas.  This approach is facilitated if teachers have the opportunity to make the connections among themselves.  Provide team office space for shared teacher planning.   Providing a cluster of classrooms also facilitates block or flexible scheduling, on-going input from collegues, and an overview of the program at the grade level.  At Central Tree there are no bells indicating the changing of classes because different classes end at different times and even this depends on the day.  Instead, teachers lean out of their classrooms and let the others in the cluster know that they are ready for dismissal.  This makes block scheduling easy because teachers can use as much time as they need to cover a subject without worrying about students being late for their next class.

 

Well-defined clusters designed with interconnecting classrooms are ideal because they allow for the most flexible use of the classroom space.  Partitions or doors between classrooms may be opened for some modes of teaching and closed for others.

 

 

 

Increasingly there is a movement towards blurring the distinction between the indoors and the outdoors by extending classroom learning to outside spaces.  Science classes are particularly well suited to take advantage of this opportunity, but are not the only subject to take to the outdoors.  For example, at Central Tree, the art teacher takes her students outside to draw in the warm weather.

 

The goal of developing a closer relationship between learning areas and the outdoors is generally met in two ways: 1. by using the landscape “as is” for learning (i.e. nature trail) and 2. learning landscapes are created by emphasizing elements of the existing environment usually requiring design intervention (i.e. constructing a greenhouse for the study of botany as well as learning lessons about nurturing through caring for plants).

 

 

 

Exploratory programs allow students to develop motor skills and boost their self-esteem in innovative ways.  By engaging in hands on activities, students can be more inspired and acquire a deeper understanding of their own abilities and skills.

 

For example, at Central Tree planning is underway for “Project Adventure:  Ropes and Climbing Walls.” The program has both a training and a structured activity component.  Physical skills and strength are developed through climbing and working around obstacles.  Some tasks require the students to work together setting goals and cooperating towards accomplishing them.  The climbing wall, which can be adjusted according to age and skill level, is located along one of  the gymnasium’s walls and is both the physical symbol of this program as well as the locus of many of its activities.

 

 

One of the ways educators have found that keeps young adolescents engaged in learning is if they are continually stimulated and if the curriculum provides a variety of ways to engage their interest through exposure - the theory being that the more they are exposed to, the more likely it is that   their interest will be captured by something.

 

Related arts or “specials” are being offered in a much more serious and comprehensive manner than has been the case traditionally.  Students in many middle schools take each of the enrichment courses as a unit on a daily basis, rotating gym, art, music, tech ed, on a quarterly basis.

 

As the principal of Central Tree said: “Our goal is total exposure: to  introduce the students to as much as possible by exposing them to all kinds of different things.”

 

Efforts to understand the individual student are reinforced by efforts to encourage their individual expression through a variety of media, including theatrical performance and musical and artistic endeavors.  This gives students an opportunity to explore and express themselves as well as providing them with the chance to experiment with a variety of media. 

 

Displaying the students’ work -- either as a performance or as an exhibit -- helps the students’ self esteem and  fosters feelings of  pride in their work.   Exhibiting student work has also been shown to inspire feelings of ownership in the building, reducing vandalism and enlivening corridor space.

 

As one of the seventh grade teachers at CTMS said: “There are different places in the school that fit various children according to their interests and that’s great.” (T7)

 

 

 

At Central Tree, the Learning Resource Center is quite different from the traditional libary, it is a concentration of technology, information and socializing.  Research is conducted using the Internet, CD-ROMs, and printed materials.  Students visit far more frequently than the traditional once a week library day, and combined with the adjacent Media Center where instruction on Internet and software usage occurs - it is the center of the school, both for the students and the teachers. 

 

At Central Tree the location and design of the space express the centrality of the function in the school.  It is located at the center of the first floor classroom clusters and is designed to be the most significant space in the school.  All agree that is it the most impressive and attractive space, sending the message of the importance of research and reading to the curriculum.  It has also become the most desired place to hold meetings by teachers as well as the most desired place to be during recess by students.  It is designed to accommodate individuals working alone, small groups and large groups.

 

 

 

Supporting the delivery of related arts or “specials’ includes designing ways that spaces can be connected, either by adjacencies and connecting doors or through the provision of a  meeting space accessible to these teachers and designated specifically for their use.

 

Desired Proximities and adjacencies:

·         Art and Tech Ed

·         Art and Music

·         Music and Stage

 

The following requirements were developed based on the evaluation of these spaces at Central Tree Middle School

 

 

 

Art class offers students the opportunity to experiment in a wide variety of media.  The design of the Art Studio should provide:

 

·         adequate display space

·         adequate lighting (both artificial and natural is ideal)

·         separate storage area directly accessible from studio space

·         work space for large projects

·         surfaces that are easy to clean up, especially floor material

·         adequate sinks and clean up area

·         separate space for kiln (makes art room safer and allows more space in the main space for other activities).

·         proximity to Music Room

 

 

Students are afforded the opportunity to try music in a variety of different modes, including band, chorus, piano, guitar, and other instruments.  The design of the Music Room should provide:

 

·         storage for small and large instruments, sheet music, props, wardrobe items

·         portable risers or built in tiers for group practice sessions

·         tall ceiling height to assure adequate accoustics

·         instrument repair area may be appropriate

·         access to stage

·        adjacency to practice room

·        proximity to Art Studio

 

 

Physical education is increasingly being tied to wellness programs and teaching students about health in general.  The goal is to teach them skills and life-long habits related both to fitness and to playing particular sports.  The gymnasium is also a place to release energy and tension and to have fun.  The design of the gymnasium should provide:

 

·         bleachers

·         an atmosphere of fun and high energy

·         separate locker rooms (and possibly showers) for boys and girls

·         adjacency with phys ed instructor’s office

·         equipment storage

·         appropriate flooring

 

Þ     A variety of factors need to be considered when selecting the gym floor.[1]  Wood floors are considered best for basketball courts, but other options such as rubber, polyurethane, and other synthetics, are preferable for volleyball, jogging, aerobics, and many other gym activities. Community use as well as school use needs to be considered when deciding on flooring material.  Additionally, maintenance requirements are a factor.  Both wood and synthetic floors are durable, some synthetics may become slick when dusty.  Also, some synthetic flooring materials are difficult to clean.  Wood is more expensive, but can be sanded and refinished every few years.

 

At Central Tree, the rubber flooring received mixed reviews.  The students seemed to like the fact that it was softer.  The custodian had trouble removing graffitti and the staff reacted to the aesthetics and to expectations that a gym floor “should” be wooden.

 

 

Technology Education is perhaps the most different of the specials when compared to traditional curricula.  It is an applied technology program intended to expose the students to a wide range of topics through the use of technology as a tool.  The program is often modular based, providing the opportunity for students to participate in a large number of hands on, interactive problem-solving experiences.  Students manipulate, construct, and analyze using technology as a tool.  They work both independantly and in small groups to solve practical problems and test solutions.   The design of the Tech Ed Lab should provide:

 

·         space for small groups

·         separation of space accommodating dust-producing activities from that with computers

·         special air filtration requirements due to dust generation

·         appropriate hook-ups for variety of technologies

·         chem lab wet bench installation

·         proximity to Art Studio

 

 

 

 

·         Provide as much display space as possible for students to share their work and feel proud at its being exhibited.  Bulletin boards and wall space are needed as well as display cases and shelves for three-dimensional projects.    At Central Tree the students valued the existence of display areas and rated their desirability by the degree of their visibility.

 

·        Specify washable and non-peeling paint  to support the display of student work.  Ample bulletin boards both in the classroom and in the corridor space also help to display  student work.   Cork tack strips in the classroom may be a way to increase surface area for display and make it easier to change exhibited work.

 

 

·         Stage.  A well designed stage area is desirable for the performing arts.  Adjacency and direct access to the music room was seen as a big asset at Central Tree.  The music room acts as additional backstage space during performances.

 

 

Technology is an integral part of the ideal middle school curriculum.  Technology is used both because it provides a variety in approaches and motivates students, and because it is necessary in order to prepare them for working and living in an increasingly technological world.

 

The building should be designed for flexible and multiple use of technology by providing access to a range of technological tools.  Computers, VCRs, CD-ROMs and various software programs are used for information retrieval, data collection and educational purposes.

 

The following seven points regarding the integration of technology into the middle school were developed by Todd Whitaker[2]:

 

1. Technology is constantly changing, and no matter what decisions are made they will soon be outdated.

 

2. Though technology is constantly becoming outdated, older versions can often perform the functions that they were acquired for.

 

3. No one person or vendor knows it all.  Involve multiple people and gather information.

 

4. Training for staff is essential.  Teachers will not use technology they do not feel comfortable with in front of students.

 

5. It is important that all teachers use technology. 

 

6. Technology means a lot more than computers

 

7. At some point a decision (regarding the type and location of technological apparatus) has to be made.

 

 

 

A number of computers should be provided to allow students to access information from the classrooms.  The location of computer hook ups should be decided taking into account potential for glare from light entering from windows, and limitations on the configuration of the rest of the classroom furniture.

 

In order to reduce teachers’ time spent on non-instructional tasks each teacher should be given a computer workstation in her classroom.  Teachers can use the computers to more efficiently do such tasks as take attendance, grading, scheduling, and communication (e-mail) with administrators, parents, and students.  Teachers can also directly access students’ home phone numbers and other information.  Computer hook-ups should be appropriately placed.

 

 

 

Principals, Assistant Principals, teachers and parents are frequently communicating by way of e-mail, making communication more efficient.  All administrators need a computer workstation in their office.  This includes reception and secretarial areas.

 

 

A Media Center may be used for the instruction of both students and teachers.  Decisions about use of Media Center as classsroom space are important and affect design (size, computer capacity, location, etc.).  If, for example, it is planned that keyboarding will be taught in the Media Center, then the space may need to be set up like a classroom with the capacity for enough computers for a typical classroom.    On the other hand, if most of the instruction is to take place in the classroom, and the Media Center is intended only for teaching small groups, then the space can be designed accordingly.   

 

 

 Technology -- other than computers -- is used in a number of ways in middle schools.  For example, at Central Tree the building was wired to support a number of additional uses including:

 

·         multi-media presentations

·         assembly in cafeteria are filmed and broadcast throughout the schools to the entire district

·         the schools VCRs and Tvs  are all connected with capability to video-conference with other schools in the district.

 

In addition to wiring and hook-ups, accoustics for video conferencing and broadcasts may be a design consideration.

 

 

A key part of the middle school curriculum is instructing students in the use of technology.  They are taught how to use technology as a tool for the retrieval of information, for data collection, for measurement purposes, and for the creation of presentations.  The Tech Ed class is one place where a lot of this learning occurs.

 

The Tech Ed Lab should be centrally located and designed to accommodate a wide range of technologies.  The range of activities to be taught in this space varies according to the make-up of the school population, its perceived needs, and the particular school’s educational goals.

 

 

 

A positive school climate and sense of community is linked to academic success.  If students feel good about their school, feel connected to it, they will feel good about learning.  Experiencing the school as a community also teaches them lessons about the importance of community.

 

 

 

Providing spaces such as stair landings, widened corridors outside classrooms, and nooks and crannies in larger spaces, allows both students and teachers to socialize helping them to feel that the school is a positive place.

 

For teachers, spaces such as the staff dining area are important places for their socializing and informal communication.

 

Classroom clusters also add to a sense of community because teachers get to know students better, which in turn means they are more likely to feel connected to the school as a whole.

 

 

 

The appearance of the building can inspire a sense of identification with the school, increasing pride and school spirit.  At Central Tree strong images were created by the main entry, the use of plenty of natural light, bold swatches of color on wall surfaces, playful lighting fixtures, patterns of wall and floor tiles, and a variety of window shapes and sizes.  The use of familiar architectural references, such as the mall and the college library were responded to very well.

 

As a fifth grade teacher at Central Tree said: “The colors are appealing and the variety of architectural shapes - the balcony, the landings, the windows... make the building fun for the children.  It also makes them feel they are important enough to have a beautiful building.”

 

 

 

Providing visual connections between activities and spaces can help to create a spirit of school unity.  At Central Tree this was very successfully accomplished through the use of a number of design details intended to connect various parts of the school and the student body not necessarily otherwise connected.  These included the balcony in the classsroom clusters, the glass stair landing and other interior windows into the gym and the Learning Resource Center.

 

 As a fifth grade teacher at Central Tree said: “Clusters, colors, architectural design all add up  to a positive school climate.”  

 

 

 

Schools have become community centers for students attending a particular school as well as for the surrounding community.  For middle school children it is especially important to keep them feeling connected to their school by providing a large number of academic, sports, clubs, hobbies, and games which capture the interest of the students during the after school hours.  It also adds to the sense that the school is a positive place to be and reinforces a sense of belonging to a larger community.

 

 

The building should be designed in such a way so as to accommodate after school programs which may be noisier in nature and still allow for teachers to plan their lessons in relative quiet.   At  Central Tree this was accomplished by separating spaces into two zones: academic and non-academic. As the principal of Central Tree Middle School said of her school, “It is a very good building for entertaining.”

 

Schools are commonly open well into the evening  and often on weekends.   Appropriate zoning both for security as well as for compatibility of uses is critical to the school’s operating like a community center.

 

 

 

Recent research has demonstrated that students are more successful academically and are better adjusted when parents are involved with their school.    First impressions set the tone.  What parents see when arriving to the school will affect how welcome they feel and ultimately their desire to participate in the school.  

 

At Central Tree, parents are first greeted by a series of bright blue banners hung from street lamps in the parking lot declaring the school’s goals: R.E.A.C.H. for Excellence.  The building has a strong, but friendly exterior presence.  Upon entering the building parents are received in an open reception area.  Chairs and a table provide a place to sit and feel welcome.  Additionally, attractive conference rooms in which teachers, parents, and students meet also make the point that parental involvement is important to the school’s philosophy.  As a sixth grade teacher said:  “The main entrance to the building is visitor-friendly.” 

 

 

 

The school must not only be welcoming and inviting, but it also must be accessible.  Central Tree Middle School is fully handicap accessible from the front doors that open by pushing a large button accessible by a person sitting in a wheelchair, to the elevator, and the braille on the signs identifying each rooms’ function.