Publications & Awards:
> Council of Educational Facility Planners International (CEFPI) 1997 Project of Distinction
> The National School Board Association, The American School Board Journal, "Learning by Design 1998"

Facility Program Summary:
Accessibility and flexibility are key elements in the design of the zoning of the building. This educational facility was planned around community use, with four main "zones’ (Athletics, Performing Arts, Houses, Media Center) to provide secure and convenient access throughout the day and evening hours. A community service room is located near the administration, and is used the community to develop programs as well as act as a parent volunteer room. The building site is located near a hill a wooded area and pond, far enough away from residential area to allow for environmenta1 and recreational areas to act as a transition into the surrounding neighborhood.

Friendly Hills Middle School encompasses "red world" exploratory curriculum, team teaching, and team and cooperative learning. All facets are bound within an expanded curriculum and building that literally envelopes the concept. The educational philosophy Is right on target as it meets the challenge of the new State of Minnesota graduation standards.

Active learning is key to the student’s success and mastery of the curicu1urri. Utilizing the "house" concept, there are six houses of 150 students each. Located within each house are 4 classrooms (2 of which are open to each other), a special education classroom and a breakout area with windows to the classrooms, broken spatially to provide smaller and more intimate areas for learning, reading alone by a window, or cooperative learning within one of die conference rooms.

Unique uses of space are found in the teacher workroom/office area. Mobile storage expands space,  desktops and files for six teachers per workroom, with enough additional space to gather to develop curriculum. As teacher teams interweave subjects to help students learn the "real life" connections between math, social studies, science and language, the media center also takes on a new role. It is visible on both the first arid second level, and allows for research skills to be taught within its confines. As projects develop, research materials will also be sent to each house for use by the students.

The gymnasium utilizes natural light and is spacious enough to seat the entire student population. There are two stations within the gymnasium to be in used in tandem, during the day and after school. The school promotes extracurricular activities after school, and provides soccer fields, softball fields, basketball courts, etc. with an extremely high percentage of student participation

Consideration of all students' needs are an integral part of the building’s spaces and entry points.. The main entrance serves as the drop-off area for buses servicing students who need extra care, while the student bus entries are used as drop-off areas for all students, as well as those who have "mainstreamed’ yet may need a little extra help. In addition, an increased number of changing rooms offer privacy arid the necessary care for students with special needs. The cafetorium includes a performance stage which can also be used as a classroom; the room is also used for extended day care.

Major Materials:
Masonry Beating Wall System
Brick Veneer
Flat Roof steel joist w/ metal deck and
Rubber membrane roof covering
All classrooms wired for technology

Mechanical System:
Gas fired hot water system with VAV boxes
Gas fired chiller and dessicant dehumidification with heat recovery system