Design and Construction Plans Unveiled for North Ridgeville City School’s New High SchoolIn the early autumn, plans were unveiled for the design and construction of North Ridgeville City School’s new high school and maintenance transportation facility. The new 340,000 SF 9-12 high school is more than double the size of the existing school and signals a bold new chapter for the district’s educational future.
Design and Construction Plans Unveiled for North Ridgeville City School’s New High School
In the early autumn, team members from ThenDesign Architecture, the North Ridgeville City School District, and Hammond Construction unveiled the design and construction plans for the district’s new high school and maintenance transportation facility. The new 340,000 SF 9-12 high school is more than double the size of the existing school and signals a bold new chapter for the district’s educational future.
The new school includes a performing arts center, competition gymnasium, natatorium, and flexible, modern educational spaces for students.
Community Members Attended the Update Meeting in North Ridgeville
Gathering Feedback from Stakeholders
The project incorporates feedback from various groups involved early in the design process. It includes ideas gathered from an educational visioning session, a visual preference community survey, and regular staff engagement meetings. The more than 75 academic spaces will have a collegiate feel by incorporating collaborative and flexible spaces that give students more autonomy. They are designed to foster relationships between students, their peers, and district staff.
Based on feedback the district gathered, they are prioritizing four key aspects of the new school:
“Collegiate Environment” – Developing spaces that promote student autonomy, preparing them for life after high school.
“Future Thinking” – Develop spaces that are adaptable for future learning opportunities and will still be relevant 20 years from now.
“Collaborative” – School designs that encourage student interaction and collaboration.
“Relationships” – A school that fosters partnerships with business and community initiatives.
Community Members Attended the Update Meeting in North Ridgeville
Features of the New North Ridgeville High School
In addition to providing a modern educational environment that incorporates daylighting into classrooms and offices, the school also prioritizes sustainability features and environmental controls to regulate temperatures in the building and promote a healthy indoor environment.
Two main entrances separate the functions of the school. One is dedicated to academic entry, while the other event entry provides access to athletic and art spaces.
There is one clear main entrance for visitors throughout the school day. This entry will also serve as the athletic entry after hours for the main gymnasium. A separate, dedicated entrance is designed for the performing arts center. The large spaces that can be open for events after hours are easily separated from the rest of the school.
Just inside the academic entrance is a central dining hub connecting the school’s various areas and creating a large common space for students.
Other notable spaces include a performing arts center that provides the necessary space to support the district’s growing arts program and a competition gymnasium to host large athletic events. Also included is a state-of-the-art natatorium to support the district’s swim team. The inclusion of the swimming pool is a significant feature of the school. It provides training and competition space along with a potential revenue stream for the district through rental opportunities for other swim teams in the area.
Various student groups have also been involved in the new school’s design
Timing and Schedule Explained in the Design and Construction Plans
Hammond Construction also provided a timeline for the project, laying out the key construction phases. The project is aligned with current budget and schedule estimates and is planned to be completed by the 2028-2029 school year. Once the new building is complete, the current high school will be demolished, and the area will be transformed into new practice fields.
Community members who attended were very supportive of the plans for the new school. The designs result from hundreds of hours of input from the school district, community, students, and design professionals. The school plans reflect the educational priorities for the district by solving the challenges of overcrowding at the existing school and creating spaces for new educational opportunities for future generations of North Ridgeville students.
View the Presentation from the Design and Construction Meeting for North Ridgeville City School’s New High School
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Design and Construction Plans Unveiled for North Ridgeville City School’s New High SchoolIn the early autumn, plans were unveiled for the design and construction of North Ridgeville City School’s new high school and maintenance transportation facility. The new 340,000 SF 9-12 high school is more than double the size of the existing school and signals a bold new chapter for the district’s educational future.
Design and Construction Plans Unveiled for North Ridgeville City School’s New High School
In the early autumn, team members from ThenDesign Architecture, the North Ridgeville City School District, and Hammond Construction unveiled the design and construction plans for the district’s new high school and maintenance transportation facility. The new 340,000 SF 9-12 high school is more than double the size of the existing school and signals a bold new chapter for the district’s educational future.
The new school includes a performing arts center, competition gymnasium, natatorium, and flexible, modern educational spaces for students.
Community Members Attended the Update Meeting in North Ridgeville
Gathering Feedback from Stakeholders
The project incorporates feedback from various groups involved early in the design process. It includes ideas gathered from an educational visioning session, a visual preference community survey, and regular staff engagement meetings. The more than 75 academic spaces will have a collegiate feel by incorporating collaborative and flexible spaces that give students more autonomy. They are designed to foster relationships between students, their peers, and district staff.
Based on feedback the district gathered, they are prioritizing four key aspects of the new school:
“Collegiate Environment” – Developing spaces that promote student autonomy, preparing them for life after high school.
“Future Thinking” – Develop spaces that are adaptable for future learning opportunities and will still be relevant 20 years from now.
“Collaborative” – School designs that encourage student interaction and collaboration.
“Relationships” – A school that fosters partnerships with business and community initiatives.
Community Members Attended the Update Meeting in North Ridgeville
Features of the New North Ridgeville High School
In addition to providing a modern educational environment that incorporates daylighting into classrooms and offices, the school also prioritizes sustainability features and environmental controls to regulate temperatures in the building and promote a healthy indoor environment.
Two main entrances separate the functions of the school. One is dedicated to academic entry, while the other event entry provides access to athletic and art spaces.
There is one clear main entrance for visitors throughout the school day. This entry will also serve as the athletic entry after hours for the main gymnasium. A separate, dedicated entrance is designed for the performing arts center. The large spaces that can be open for events after hours are easily separated from the rest of the school.
Just inside the academic entrance is a central dining hub connecting the school’s various areas and creating a large common space for students.
Other notable spaces include a performing arts center that provides the necessary space to support the district’s growing arts program and a competition gymnasium to host large athletic events. Also included is a state-of-the-art natatorium to support the district’s swim team. The inclusion of the swimming pool is a significant feature of the school. It provides training and competition space along with a potential revenue stream for the district through rental opportunities for other swim teams in the area.
Various student groups have also been involved in the new school’s design
Timing and Schedule Explained in the Design and Construction Plans
Hammond Construction also provided a timeline for the project, laying out the key construction phases. The project is aligned with current budget and schedule estimates and is planned to be completed by the 2028-2029 school year. Once the new building is complete, the current high school will be demolished, and the area will be transformed into new practice fields.
Community members who attended were very supportive of the plans for the new school. The designs result from hundreds of hours of input from the school district, community, students, and design professionals. The school plans reflect the educational priorities for the district by solving the challenges of overcrowding at the existing school and creating spaces for new educational opportunities for future generations of North Ridgeville students.
View the Presentation from the Design and Construction Meeting for North Ridgeville City School’s New High School
Get our newsletter with insights, events and tips.
Claire Bank Selected as 40 Under 40 HonoreeThenDesign Architecture’s Educational Design Lead, Claire Bank, has been selected by Crain’s Cleveland Business, as a 40 Under 40 honoree. This recognition honors the achievements of professionals and showcases their efforts to improve and shape their communities.
Claire Bank Selected as 40 Under 40 Honoree
ThenDesign Architecture’s Educational Design Lead, Claire Bank, has been selected by Crain’s Cleveland Business, as a 40 Under 40 honoree. This recognition honors the achievements of professionals and showcases their efforts to improve and shape their communities.
Claire’s impact is evident in the projects she leads and the professional initiatives she is involved in. Aside from being an architect, active member of A4LE, an organization dedicated to designing educational environments, and the ACE Mentor Program of Cleveland, Claire led a comprehensive update of the Ohio School Design Manual (OSDM), which is a set of standard guidelines for designing educational facilities across Ohio.
Her dedication and skills make her an invaluable team member on any project.
40 Under 40 Award
The Crain’s Cleveland Business 40 Under 40 is a program geared to honor the exceptional achievements of young professionals in various industries. It serves to highlight their accomplishments and provide an inspiration for future leaders.
For more than three decades in cities across the United States, this program has highlighted CEOs, founders, innovators, and community champions under 40 who are making significant impacts. Each honoree is selected through a peer nomination and editorial review process, and are celebrated for their contributions to their professions and communities.
“I’ve always admired the variety of roles and initiatives that the Crain’s 40 Under 40 Program recognizes,” notes Claire. It is inspiring to see all of the ways people are at work contributing to and shaping our communities, and it is an honor to be recognized as one of those people.”
Scenes from TDA
“I enjoy helping people learn to navigate architecture, providing opportunities for them to gain confidence in different parts of our projects while having the support of our team to help explain the ” how and why” of what we do.”
Claire Bank
Educational Design Lead
Claire’s Work at TDA
At TDA, Claire serves as a project manager and the firm’s Educational Design Lead, helping school districts merge their educational priorities with their facilities projects to maximize each student’s experience. This focuses on engaging with school district administrators, staff, and students to best understand their needs and incorporate their feedback. In addition to those responsibilities, she leads large-scale design projects such as North Ridgeville City School’s new 9-12 high school, Wickliffe City Schools’ PreK-12, and North Royalton’s Elementary School.
Claire also focuses on teaching and mentoring Emerging Professionals in TDA’s design studio. “I’ve always loved teaching and mentoring. Architecture can be an intimidating profession to enter.” Claire is determined to help young professionals in the industry and realize their impact in the field. “I enjoy helping people learn to navigate architecture, providing opportunities for them to gain confidence in different parts of our projects while having the support of our team to help explain the ” how and why” of what we do.”
While at TDA, emerging professionals are embedded with project teams to get hands on experience with architectural design professionals at the firm.
The 2024 40 Under 40 Award
About Us
ThenDesign Architecture (TDA) prioritizes building relationships within internal team members and the clients we serve. TDA operates as a “teaching and learning firm,” meaning that we focus on honing the skills of our staff while also finding opportunities for emerging professionals and students to learn more about architectural design and its real-world application.
We are proud of developing a collaborative culture where architects, planners, interior designers, construction administrators, and communications specialists work to improve public architecture in Ohio. TDA has been repeatedly recognized for having a strong culture by the Weatherhead School of Business, The Cleveland Plain Dealer as a Top Workplace, and as a 14-year consecutive winner of the NorthCoast99 award. We are proud of our collective achievement and the accomplishments of individual team members as they give back to their communities.
Jeff Henderson, a senior architect with ThenDesign Architecture and mentor of Claire’s has worked hard to support the learning culture at TDA. He commented, “Claire brings a high level of technical skill to her work and combines it with a strong focus on community engagement.” “Design is obviously what we do but the most critical thing is to build and maintain relationships, Claire is exceptional at both.”
ThenDesign Architecture
TDA is composed of passionate individuals who impact their communities. This extends to both personal and professional pursuits. We support the development and advancement of all team members and celebrate their accomplishments.
This award recognizes the work that Claire does for her community and district clients she works with.
Claire Bank Selected as 40 Under 40 HonoreeThenDesign Architecture’s Educational Design Lead, Claire Bank, has been selected by Crain’s Cleveland Business, as a 40 Under 40 honoree. This recognition honors the achievements of professionals and showcases their efforts to improve and shape their communities.
Claire Bank Selected as 40 Under 40 Honoree
ThenDesign Architecture’s Educational Design Lead, Claire Bank, has been selected by Crain’s Cleveland Business, as a 40 Under 40 honoree. This recognition honors the achievements of professionals and showcases their efforts to improve and shape their communities.
Claire’s impact is evident in the projects she leads and the professional initiatives she is involved in. Aside from being an architect, active member of A4LE, an organization dedicated to designing educational environments, and the ACE Mentor Program of Cleveland, Claire led a comprehensive update of the Ohio School Design Manual (OSDM), which is a set of standard guidelines for designing educational facilities across Ohio.
Her dedication and skills make her an invaluable team member on any project.
40 Under 40 Award
The Crain’s Cleveland Business 40 Under 40 is a program geared to honor the exceptional achievements of young professionals in various industries. It serves to highlight their accomplishments and provide an inspiration for future leaders.
For more than three decades in cities across the United States, this program has highlighted CEOs, founders, innovators, and community champions under 40 who are making significant impacts. Each honoree is selected through a peer nomination and editorial review process, and are celebrated for their contributions to their professions and communities.
“I’ve always admired the variety of roles and initiatives that the Crain’s 40 Under 40 Program recognizes,” notes Claire. It is inspiring to see all of the ways people are at work contributing to and shaping our communities, and it is an honor to be recognized as one of those people.”
Scenes from TDA
“I enjoy helping people learn to navigate architecture, providing opportunities for them to gain confidence in different parts of our projects while having the support of our team to help explain the ” how and why” of what we do.”
Claire Bank
Educational Design Lead
Claire’s Work at TDA
At TDA, Claire serves as a project manager and the firm’s Educational Design Lead, helping school districts merge their educational priorities with their facilities projects to maximize each student’s experience. This focuses on engaging with school district administrators, staff, and students to best understand their needs and incorporate their feedback. In addition to those responsibilities, she leads large-scale design projects such as North Ridgeville City School’s new 9-12 high school, Wickliffe City Schools’ PreK-12, and North Royalton’s Elementary School.
Claire also focuses on teaching and mentoring Emerging Professionals in TDA’s design studio. “I’ve always loved teaching and mentoring. Architecture can be an intimidating profession to enter.” Claire is determined to help young professionals in the industry and realize their impact in the field. “I enjoy helping people learn to navigate architecture, providing opportunities for them to gain confidence in different parts of our projects while having the support of our team to help explain the ” how and why” of what we do.”
While at TDA, emerging professionals are embedded with project teams to get hands on experience with architectural design professionals at the firm.
The 2024 40 Under 40 Award
About Us
ThenDesign Architecture (TDA) prioritizes building relationships within internal team members and the clients we serve. TDA operates as a “teaching and learning firm,” meaning that we focus on honing the skills of our staff while also finding opportunities for emerging professionals and students to learn more about architectural design and its real-world application.
We are proud of developing a collaborative culture where architects, planners, interior designers, construction administrators, and communications specialists work to improve public architecture in Ohio. TDA has been repeatedly recognized for having a strong culture by the Weatherhead School of Business, The Cleveland Plain Dealer as a Top Workplace, and as a 14-year consecutive winner of the NorthCoast99 award. We are proud of our collective achievement and the accomplishments of individual team members as they give back to their communities.
Jeff Henderson, a senior architect with ThenDesign Architecture and mentor of Claire’s has worked hard to support the learning culture at TDA. He commented, “Claire brings a high level of technical skill to her work and combines it with a strong focus on community engagement.” “Design is obviously what we do but the most critical thing is to build and maintain relationships, Claire is exceptional at both.”
ThenDesign Architecture
TDA is composed of passionate individuals who impact their communities. This extends to both personal and professional pursuits. We support the development and advancement of all team members and celebrate their accomplishments.
This award recognizes the work that Claire does for her community and district clients she works with.
Richmond Heights Invites the Natural World InRichmond Heights invites the natural world in by opening a new Innovation Station and renovated courtyard at its elementary school. A special Back-to-School event hosted by the school district invited community members, students, and parents to experience learning spaces that feature colorful, organic design elements, including stones, trees, and gardens. Incorporating modern technology with a nature theme promotes student curiosity about the world around them.
Richmond Heights Invites the Natural World In
At a Back-to-School event on August 8, Richmond Heights Local Schools officially opened their new Innovation Station and courtyard renovation at the district’s elementary school. The $1.4 million project features a 2,320 SF renovation that reclaims an unused courtyard, storage room, and underused library, transforming them into an innovative makerspace, meeting area, and outdoor learning courtyard. Phase Two of this project is scheduled to be opened in the Fall of 2024 and includes a new PreK-K Playground, Safety Town, playground for grades 1-6 with a half-size basketball court and butterfly garden.
Drawing on the symbolism of houses, trees, and gardens, the Innovation Station features natural colors, a free-standing custom-built tree, cabinetry that mimics a community of homes, glass with organic plant-shaped screening, and a garden courtyard. Natural light floods interior spaces through glass walls, promoting views of the courtyard.
The natural world is blended with technology and encourages students to explore both worlds in a hands-on way.
“Now we have an area that enables our students to imagine, learn, grow, and explore. I love how this space does just that.”
Dr. Marnisha Brown
Superintendent
Richmond Heights Invites the Natural World In
Back-to-School Extravaganza
The Back-to-School event was attended by hundreds of community members, including students, parents, and district staff, along with Superintendent Dr. Marnisha Brown, members of the Board of Education, and city officials. They officially cut the project’s ribbon, opened the community’s new spaces, and encouraged participants to plant vegetables and herbs in the courtyard and visit the Innovation Station and makerspace.
At the ribbon cutting, Dr. Brown reflected on the opportunities for students in the new Innovation Station and courtyard. “I am very excited about the possibilities for our younger students. Our elementary school staff has been working very hard to find innovative ways to engage students. These new spaces do just that.”
The previous courtyard in the elementary school was mostly unused but has now been transformed into an environment that can be used all year. Students can explore gardening, composting, and tending a butterfly garden. These unique spaces are activated by students who can connect with nature in a community located near the city of Cleveland.
“The district didn’t want another traditional library full of books. They wanted an innovative space that encouraged creativity. We wanted to bring the outdoors in.”
Zora Pavlovic
ThenDesign Architecture
Outdoor Spaces for Outdoor Learning
One Vision. One Mission. One Richmond.
Project Manager Zora Pavlovic used nature as a theme to connect the Innovation Station with the courtyard. “We designed this custom tree element to create a sense of protection, peace, happiness, and friendship. We also created a movable glass wall that allows students to access the courtyard directly from the Innovation Station.”
3D printers, Cricut machines, advanced computers, and a Lego wall are located in the makerspace, while creative and flexible furniture in the Innovation Station simultaneously accommodates up to two classes. “It’s not just about learning through lectures. It’s about creating with your hands, whether with nature or technology,” commented Zora.
For Dr. Brown, this newly renovated space will foster a love of learning and encourage continued community support for the district.
“Our mantra is ‘One Vision. One Mission. One Richmond.’ Richmond Heights is a small community, and we have no choice but to be united. By opening this new space today, it allows for students, parents, and everyone to be a part of it. The community understands that investing in our students and education will only benefit the community in the future—it’s one Richmond Heights.”
Richmond Heights Ribbon Cutting Ceremony
Get our newsletter with insights, events and tips.
Richmond Heights Invites the Natural World InRichmond Heights invites the natural world in by opening a new Innovation Station and renovated courtyard at its elementary school. A special Back-to-School event hosted by the school district invited community members, students, and parents to experience learning spaces that feature colorful, organic design elements, including stones, trees, and gardens. Incorporating modern technology with a nature theme promotes student curiosity about the world around them.
Richmond Heights Invites the Natural World In
At a Back-to-School event on August 8, Richmond Heights Local Schools officially opened their new Innovation Station and courtyard renovation at the district’s elementary school. The $1.4 million project features a 2,320 SF renovation that reclaims an unused courtyard, storage room, and underused library, transforming them into an innovative makerspace, meeting area, and outdoor learning courtyard. Phase Two of this project is scheduled to be opened in the Fall of 2024 and includes a new PreK-K Playground, Safety Town, playground for grades 1-6 with a half-size basketball court and butterfly garden.
Drawing on the symbolism of houses, trees, and gardens, the Innovation Station features natural colors, a free-standing custom-built tree, cabinetry that mimics a community of homes, glass with organic plant-shaped screening, and a garden courtyard. Natural light floods interior spaces through glass walls, promoting views of the courtyard.
The natural world is blended with technology and encourages students to explore both worlds in a hands-on way.
“Now we have an area that enables our students to imagine, learn, grow, and explore. I love how this space does just that.”
Dr. Marnisha Brown
Superintendent
Richmond Heights Invites the Natural World In
Back-to-School Extravaganza
The Back-to-School event was attended by hundreds of community members, including students, parents, and district staff, along with Superintendent Dr. Marnisha Brown, members of the Board of Education, and city officials. They officially cut the project’s ribbon, opened the community’s new spaces, and encouraged participants to plant vegetables and herbs in the courtyard and visit the Innovation Station and makerspace.
At the ribbon cutting, Dr. Brown reflected on the opportunities for students in the new Innovation Station and courtyard. “I am very excited about the possibilities for our younger students. Our elementary school staff has been working very hard to find innovative ways to engage students. These new spaces do just that.”
The previous courtyard in the elementary school was mostly unused but has now been transformed into an environment that can be used all year. Students can explore gardening, composting, and tending a butterfly garden. These unique spaces are activated by students who can connect with nature in a community located near the city of Cleveland.
“The district didn’t want another traditional library full of books. They wanted an innovative space that encouraged creativity. We wanted to bring the outdoors in.”
Zora Pavlovic
ThenDesign Architecture
Outdoor Spaces for Outdoor Learning
One Vision. One Mission. One Richmond.
Project Manager Zora Pavlovic used nature as a theme to connect the Innovation Station with the courtyard. “We designed this custom tree element to create a sense of protection, peace, happiness, and friendship. We also created a movable glass wall that allows students to access the courtyard directly from the Innovation Station.”
3D printers, Cricut machines, advanced computers, and a Lego wall are located in the makerspace, while creative and flexible furniture in the Innovation Station simultaneously accommodates up to two classes. “It’s not just about learning through lectures. It’s about creating with your hands, whether with nature or technology,” commented Zora.
For Dr. Brown, this newly renovated space will foster a love of learning and encourage continued community support for the district.
“Our mantra is ‘One Vision. One Mission. One Richmond.’ Richmond Heights is a small community, and we have no choice but to be united. By opening this new space today, it allows for students, parents, and everyone to be a part of it. The community understands that investing in our students and education will only benefit the community in the future—it’s one Richmond Heights.”
Richmond Heights Ribbon Cutting Ceremony
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New High School Design Reveal Community MeetingThenDesign Architecture, Brunswick City Schools, and Hammond Construction held a community focused “Design Reveal” Meeting to provide a vision for the district’s new 9-12 high school.
New High School Design Reveal Community Meeting
In early autumn, ThenDesign Architecture, Brunswick City Schools, and Hammond Construction held a “Design Reveal” Community Meeting to lay out the vision for the district’s new 302,000 SF high school and provide an update on progress for the overall project. With many different components as part of the total project, it was an opportunity to present a holistic view of all the accomplished milestones.
Brunswick CSD’s Design Reveal Animation
Design Reveal Animation
Additionally, an animated walkthrough of the new school was revealed to provide community members with an inside view of the various planned spaces for the new high school. Narrated by Brunswick High School students Anderson and Addison, they brought the vision to life by providing context for how the new spaces could be used in the school. These students are two of the many voices who have helped shape this project from the start.
Since September 2023, the construction team (Brunswick City School District, the Ohio Facilities Construction Commission, ThenDesign Architecture, and Hammond Construction) has transformed ideas and concepts from district staff, administrators, and the community into an extraordinary learning environment that will inspire generations of Brunswick students. The Ohio Facilities Construction Commission is partnering with BCSD, funding 39% of the new high school construction.
Community Members Participate in the Meeting
The overall construction project includes:
A new two-story 302,000 SF high school with a performing arts center, competition gymnasium, and state-of-the-art classrooms and learning spaces
A multipurpose athletic field with synthetic turf, tennis courts, and a full-sized baseball practice field
A new maintenance facility and board of education office at the site of the current Willetts Middle School
Additional classrooms and site improvements at Applewood and Kidder Elementary schools
Demolition of the current Willetts Middle School, Towslee Elementary School, and ultimately, the existing Brunswick High School
Early site work is currently underway on the location of the new high school, and the project is on schedule and within budget. Additionally, new classrooms and site improvements are taking place at the Applewood and Kidder elementary schools while the new maintenance facility and board of education office are progressing.
Site work at Applewood Elementary wraps up this month, and the new maintenance facility breaks ground in the winter.
View the Full Presentation Below
Next Steps in the Process
The input process from district staff, students, and the community helps inform the new school’s overall design. It is reflected in the exterior design, color palette, interior arrangement of space, and the building’s features. These early crucial steps allow for the delivery of a better school that is completed on schedule and within budget and maximizes the learning opportunities for future generations of Brunswick City School students.
New High School Design Reveal Community MeetingThenDesign Architecture, Brunswick City Schools, and Hammond Construction held a community focused “Design Reveal” Meeting to provide a vision for the district’s new 9-12 high school.
New High School Design Reveal Community Meeting
In early autumn, ThenDesign Architecture, Brunswick City Schools, and Hammond Construction held a “Design Reveal” Community Meeting to lay out the vision for the district’s new 302,000 SF high school and provide an update on progress for the overall project. With many different components as part of the total project, it was an opportunity to present a holistic view of all the accomplished milestones.
Brunswick CSD’s Design Reveal Animation
Design Reveal Animation
Additionally, an animated walkthrough of the new school was revealed to provide community members with an inside view of the various planned spaces for the new high school. Narrated by Brunswick High School students Anderson and Addison, they brought the vision to life by providing context for how the new spaces could be used in the school. These students are two of the many voices who have helped shape this project from the start.
Since September 2023, the construction team (Brunswick City School District, the Ohio Facilities Construction Commission, ThenDesign Architecture, and Hammond Construction) has transformed ideas and concepts from district staff, administrators, and the community into an extraordinary learning environment that will inspire generations of Brunswick students. The Ohio Facilities Construction Commission is partnering with BCSD, funding 39% of the new high school construction.
Community Members Participate in the Meeting
The overall construction project includes:
A new two-story 302,000 SF high school with a performing arts center, competition gymnasium, and state-of-the-art classrooms and learning spaces
A multipurpose athletic field with synthetic turf, tennis courts, and a full-sized baseball practice field
A new maintenance facility and board of education office at the site of the current Willetts Middle School
Additional classrooms and site improvements at Applewood and Kidder Elementary schools
Demolition of the current Willetts Middle School, Towslee Elementary School, and ultimately, the existing Brunswick High School
Early site work is currently underway on the location of the new high school, and the project is on schedule and within budget. Additionally, new classrooms and site improvements are taking place at the Applewood and Kidder elementary schools while the new maintenance facility and board of education office are progressing.
Site work at Applewood Elementary wraps up this month, and the new maintenance facility breaks ground in the winter.
View the Full Presentation Below
Next Steps in the Process
The input process from district staff, students, and the community helps inform the new school’s overall design. It is reflected in the exterior design, color palette, interior arrangement of space, and the building’s features. These early crucial steps allow for the delivery of a better school that is completed on schedule and within budget and maximizes the learning opportunities for future generations of Brunswick City School students.
Perry LSD Hosts Opening Ceremonies for Three Elementary SchoolsThe community in Perry Township and surrounding areas enjoyed a celebratory milestone as the Perry Local School District officially opened its new elementary schools with three ribbon cutting ceremonies and three open houses on the same day. Watson Elementary, Southway Elementary, and Lohr Elementary students toured the completed educational facilities with their families and local community members. The opening ceremonies for three elementary schools had attendance in the hundreds at each event. Guests were invited to walk the hallways just before the opening of the 2024-2025 school year.
Perry Local School District Hosts Opening Ceremonies for Three Elementary Schools
The Perry Local School District enjoyed a unique occasion as they hosted ribbon cutting ceremonies and open houses for their three new elementary schools on the same day. Construction and the final touches were completed at Watson Elementary, Southway Elementary, and Lohr Elementary to kick off the 2024-2025 school year.
Braving the summer heat, attendance at each event was in the hundreds as parents, students, and community members celebrated the conclusion of the monumental project. After Superintendent Nate Stutz and Board of Education President Doug Brown gave thankful remarks, the traditional ribbon was cut, and the doors were officially opened for the community to tour the schools.
“Beyond the schools being new academic spaces, they represent moving forward as a community and a district.”
Nate Stutz
Superintendent
Perry Local Schools Opening Ceremonies for Three Elementary Schools
Respect for the Local Culture
The Perry community approved a bond levy in early 2020 to secure funds to update its educational facilities. This allowed the district to secure additional funds from the state through the Ohio Facilities Construction Commission (OFCC), which agreed to provide additional funding for the project.
To best serve the members of their district, the most feasible plan was to fund and build the three schools simultaneously. Though each school is reminiscent of the other, they all have distinct personalities and themes to emulate the local culture. While Southway Elementary features an industry and railroad motif, Watson Elementary has a design concept of the arts, and Lohr Elementary highlights agriculture.
Katherine Mitchell, RA of ThenDesign Architecture, worked on the project and noted how consistent elements throughout each school supported their unique character, “Each theme informed every aspect of the design, from the exterior façade to color palettes and patterns on the floors. We wanted the space to be exciting and inspiring for the students.”
Superintendent Nate Stutz commented on the attention to detail that went into each school, “I was very impressed with the thought that went into the detailed work associated with the theme concepts.”
“Seeing everyone’s enjoyment coming to life reminds me why I became an architect:
to give back to the community.”
Katherine Mitchell, RA
ThenDesign Architecture
Three Open Ceremonies in the Same Day
A Thankful District and an Excited Community
The crowded hallways of each school indicated the community’s passion for their schools. The buildings were filled with smiling faces, warm hugs, and happy children as excited students got to preview their new classrooms. Parents chatted with teachers despite the loud, celebratory atmosphere. By all standards, the three opening ceremonies were a resounding success.
“Our pledge to the community,” noted Superintendent Stutz, “is to continue to provide the absolute best education that we can for the children of this district.”
School Board President Doug Brown is a Perry High School graduate and lifetime resident. He expressed gratitude to the Perry community, “Today doesn’t happen without all of you. On behalf of your school board, thank you for your continued support of our district and our kids. We are and always will be Perry.”
Watson, Southway, and Lohr Elementary students are experiencing new academic opportunities due to the tireless efforts and unwavering support of many in the school district and community. These three new educational facilities will serve the next generations of Perry students.
“Today doesn’t happen without the vision to move our district forward.”
Doug Brown
President, Board of Education
Three Ribbon Cutting Ceremonies
The day before the open houses inaugurated the three new elementary schools, the Perry Local School District commissioned a special walkthrough granting four students a sneak-peek tour of one of the new state-of-the-art facilities.
Perry LSD Hosts Opening Ceremonies for Three Elementary SchoolsThe community in Perry Township and surrounding areas enjoyed a celebratory milestone as the Perry Local School District officially opened its new elementary schools with three ribbon cutting ceremonies and three open houses on the same day. Watson Elementary, Southway Elementary, and Lohr Elementary students toured the completed educational facilities with their families and local community members. The opening ceremonies for three elementary schools had attendance in the hundreds at each event. Guests were invited to walk the hallways just before the opening of the 2024-2025 school year.
Perry Local School District Hosts Opening Ceremonies for Three Elementary Schools
The Perry Local School District enjoyed a unique occasion as they hosted ribbon cutting ceremonies and open houses for their three new elementary schools on the same day. Construction and the final touches were completed at Watson Elementary, Southway Elementary, and Lohr Elementary to kick off the 2024-2025 school year.
Braving the summer heat, attendance at each event was in the hundreds as parents, students, and community members celebrated the conclusion of the monumental project. After Superintendent Nate Stutz and Board of Education President Doug Brown gave thankful remarks, the traditional ribbon was cut, and the doors were officially opened for the community to tour the schools.
“Beyond the schools being new academic spaces, they represent moving forward as a community and a district.”
Nate Stutz
Superintendent
Perry Local Schools Opening Ceremonies for Three Elementary Schools
Respect for the Local Culture
The Perry community approved a bond levy in early 2020 to secure funds to update its educational facilities. This allowed the district to secure additional funds from the state through the Ohio Facilities Construction Commission (OFCC), which agreed to provide additional funding for the project.
To best serve the members of their district, the most feasible plan was to fund and build the three schools simultaneously. Though each school is reminiscent of the other, they all have distinct personalities and themes to emulate the local culture. While Southway Elementary features an industry and railroad motif, Watson Elementary has a design concept of the arts, and Lohr Elementary highlights agriculture.
Katherine Mitchell, RA of ThenDesign Architecture, worked on the project and noted how consistent elements throughout each school supported their unique character, “Each theme informed every aspect of the design, from the exterior façade to color palettes and patterns on the floors. We wanted the space to be exciting and inspiring for the students.”
Superintendent Nate Stutz commented on the attention to detail that went into each school, “I was very impressed with the thought that went into the detailed work associated with the theme concepts.”
“Seeing everyone’s enjoyment coming to life reminds me why I became an architect:
to give back to the community.”
Katherine Mitchell, RA
ThenDesign Architecture
Three Open Ceremonies in the Same Day
A Thankful District and an Excited Community
The crowded hallways of each school indicated the community’s passion for their schools. The buildings were filled with smiling faces, warm hugs, and happy children as excited students got to preview their new classrooms. Parents chatted with teachers despite the loud, celebratory atmosphere. By all standards, the three opening ceremonies were a resounding success.
“Our pledge to the community,” noted Superintendent Stutz, “is to continue to provide the absolute best education that we can for the children of this district.”
School Board President Doug Brown is a Perry High School graduate and lifetime resident. He expressed gratitude to the Perry community, “Today doesn’t happen without all of you. On behalf of your school board, thank you for your continued support of our district and our kids. We are and always will be Perry.”
Watson, Southway, and Lohr Elementary students are experiencing new academic opportunities due to the tireless efforts and unwavering support of many in the school district and community. These three new educational facilities will serve the next generations of Perry students.
“Today doesn’t happen without the vision to move our district forward.”
Doug Brown
President, Board of Education
Three Ribbon Cutting Ceremonies
The day before the open houses inaugurated the three new elementary schools, the Perry Local School District commissioned a special walkthrough granting four students a sneak-peek tour of one of the new state-of-the-art facilities.
Perry LSD’s Southway Elementary Student WalkthroughFour elementary school students in the Perry Local School District toured the newly completed Southway Elementary School shortly before it opened for the 2024-2025 school year. While staff and teachers were still wrapping up their final preparations for the grand opening, during the Southway Elementary Student Walkthrough, the students visited numerous areas to give their initial impressions of the finished building.
Perry Local School District’s Southway Elementary Student Walkthrough
Southway Elementary is one of three new schools opening this year in the Perry Local School District. Sixth graders Cami and Veda, fifth grader Ryder, and third grader Elley were invited to explore the building and react to discovering the new spaces while having fun along the way. As staff and teachers put the final touches on their areas before the grand opening, the students visited areas that included student dining, the media center, the music room, the gymnasium, an art room, and the playground.
“For people who like a lot of colors, it will be good for them.”
Elley
Third Grade Student
Perry Local School District’s Southway Elementary Student Walkthrough
A School With A Theme
Veda and Elley appreciated the vibrant colors throughout the building and recognized the consistent theme of industry and railroads. Train railroad track patterns line the hallway floors of the interior. Outside, patterns of cross bracings commonly found on bridges and large buildings adorn the red brick walls near the main entrance.
Access to sunlight increases student well-being and is found throughout the school, including the gymnasium. Abundant wood and natural light appealed to Ryder, “A bunch of windows in this school will help kids focus,” he said.
Southway Elementary Design Details
A School With A Theme
The Perry Community approved a bond levy in early 2020 to secure funds to update its educational facilities. This allowed the district to secure additional funds from the state through the Ohio Facilities Construction Commission (OFCC), which agreed to provide additional funding for the project.
Cami, Veda, Ryder, and Elley were the first students to traverse Southway Elementary before it opened. They spent the morning walking the hallways, visiting the classrooms, sitting in chairs, and enjoying the playground. Elley summed up the day, “It was a really good experience.”
While Southway Elementary featured an industry and railroad motif, Watson Elementary had a design concept of the arts, and Lohr Elementary focused on the theme of agriculture. All three elementary schools completed construction and opened for the 2024-2025 school year.
“I think they’ll like the school because it’s super big, and open, and different than other elementaries.”
Cami
Sixth Grade Student
Students Tour Southway Elementary
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Perry LSD’s Southway Elementary Student WalkthroughFour elementary school students in the Perry Local School District toured the newly completed Southway Elementary School shortly before it opened for the 2024-2025 school year. While staff and teachers were still wrapping up their final preparations for the grand opening, during the Southway Elementary Student Walkthrough, the students visited numerous areas to give their initial impressions of the finished building.
Perry Local School District’s Southway Elementary Student Walkthrough
Southway Elementary is one of three new schools opening this year in the Perry Local School District. Sixth graders Cami and Veda, fifth grader Ryder, and third grader Elley were invited to explore the building and react to discovering the new spaces while having fun along the way. As staff and teachers put the final touches on their areas before the grand opening, the students visited areas that included student dining, the media center, the music room, the gymnasium, an art room, and the playground.
“For people who like a lot of colors, it will be good for them.”
Elley
Third Grade Student
Perry Local School District’s Southway Elementary Student Walkthrough
A School With A Theme
Veda and Elley appreciated the vibrant colors throughout the building and recognized the consistent theme of industry and railroads. Train railroad track patterns line the hallway floors of the interior. Outside, patterns of cross bracings commonly found on bridges and large buildings adorn the red brick walls near the main entrance.
Access to sunlight increases student well-being and is found throughout the school, including the gymnasium. Abundant wood and natural light appealed to Ryder, “A bunch of windows in this school will help kids focus,” he said.
Southway Elementary Design Details
A School With A Theme
The Perry Community approved a bond levy in early 2020 to secure funds to update its educational facilities. This allowed the district to secure additional funds from the state through the Ohio Facilities Construction Commission (OFCC), which agreed to provide additional funding for the project.
Cami, Veda, Ryder, and Elley were the first students to traverse Southway Elementary before it opened. They spent the morning walking the hallways, visiting the classrooms, sitting in chairs, and enjoying the playground. Elley summed up the day, “It was a really good experience.”
While Southway Elementary featured an industry and railroad motif, Watson Elementary had a design concept of the arts, and Lohr Elementary focused on the theme of agriculture. All three elementary schools completed construction and opened for the 2024-2025 school year.
“I think they’ll like the school because it’s super big, and open, and different than other elementaries.”
Cami
Sixth Grade Student
Students Tour Southway Elementary
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Indian Valley Athletic Complex Competes for ExcellenceThe student-athletes of Indian Valley Local Schools used to travel to other facilities for competition finals, but since the Indian Valley Athletic Complex opened, the championship-class stadium has hosted cross country invitationals, track meets, playoff games, and the middle school state qualifiers. The field house serves as a year-round training facility that offers flexible configurations to support all manner of boys’ and girls’ sports.
Indian Valley Athletic Complex Competes for Excellence
Former elementary school principal Dr. Ira Wentworth had a vision for the Indian Valley Local Schools when he became the superintendent in 2013. The experienced runner sought to enhance the student learning experience while bolstering the local athletics program. Dr. Wentworth understood the importance of a robust athletics facility and how a state-of-the-art stadium with synthetic turf and an eight-lane track could make the Indian Valley Athletic Complex a competitive hotspot supporting students and exciting the local community.
Surrounded by rolling green hills and beside a cornfield in Gnadenhutten, Ohio, the new $7 million 3,000-seat stadium and 17,000 SF field house host large track meets, cross country invitationals, playoff games, and the middle school track and field Inter-Valley Conference championship.
The eight-lane polyurethane track surrounds the pole vault runway in addition to the football field. The Braves’ home stadium also provides for discus throwing, shot putting, the high jump, and the long jump, which can be expanded to accommodate the triple jump.
“You can watch all seventeen track and field events going,” said Superintendent Dr. Ira Wentworth. “It’s amazing to see it now, considering the former home field was near an old mine that created drainage problems. There was standing water in the endzone after it rained. But now, we host championship events. That is very rewarding.”
“We knew sports were really important to the local community,” said ThenDesign Architecture Project Manager Claire Bank, who shared a personal connection to the stadium project, “I’m also very passionate about running, so I understood the district’s desire for a fast competition track.” Design for the project was completed in the fall of 2019, with the first game in August 2020.
The stadium project was built by Beaver Constructors serving as the Construction Manager at Risk.
“I’m a track guy. So, laying out the field event locations at this complex is probably one of the most fun projects of my career.”
Dr. Ira Wentworth
Superintendent
Indian Valley Athletic Complex Competes for Excellence
Flexible Spaces Year Round
Indian Valley Local Schools’ mission statement is: “Working together to personalize a rigorous standards-based learning experience.” The district’s principles are innovation, integrity, relationships, teamwork, and tradition. To honor a long-time community servant, a memorial Victory Bell for Indian Valley Board of Education Member “Uncle Larry” Holmes was installed in the D-zone facing the field house.
The field house serves as a year-round, multi-purpose building containing the concessions stand, ticket office, restrooms, weight room, and locker rooms. Movable sports netting maximizes the customization of the primary open area to accommodate inside baseball and softball practices.
In the adjoining space, an operable dividing wall provides further flexibility by opening into a single space or closing to have two. Lockers can be removed and stored in the nearby shed during winter so mats can be placed on the floor for wrestling season.
The same area is used for the girls’ track locker room in the spring. In the fall, it becomes the visiting football team’s locker room, creating a steady rotation of use from season to season.
The Indian Valley Field House Offers Flexible Spaces
A New Bond for a New Stadium
The planning for the Indian Valley Athletic Complex began in 2018 after Dr. Wentworth discovered that a $7 million district levy was scheduled to expire in 2019. He started an informational campaign proposing that a new $7 million bond to help construct the much-needed stadium could go into effect just as the 1995 bond ended. This would time the funding so that residents would not endure any increased financial impact.
“Once I heard the bond that built the new gymnasium at the high school was going to fall off the books, we got to work,” Dr. Wentworth said. “After the community understood their taxes were not going to increase, we received really excellent support.” He added, “It passed about 60% to 40%.”
Before design began, there was an effort to purchase the ideal land to build on, which would have the new athletics facility near Indian Valley High School. The owner of the neighboring manufacturing facility was approached and received the idea warmly, “He told the district he’d sell us whatever we needed,” recalled Dr. Wentworth. “Then, Claire worked her magic and designed a beautiful stadium complex.”
After the stadium opened, the parking lot was paved, a small storage building was built, and the two-bus garage was renovated. Community generosity and partnerships with local businesses have provided additional funding for the complex.
The New Stadium Hosts Championship Competitions
History Becomes Legacy
As part of the design process, a site survey of the 19-acre area was conducted before construction began, and the results were surprising. “There was some excitement,” Claire recalled the buzz this created for the school district. “During the archeological study, they found about 500 artifacts just during Phase One. We knew this was possible given the area, but what they found was pretty cool.”
Archeologists canvased the property, excavated, salvaged, and documented their findings, which included earth oven features, pottery, projectile points, stone tools, and modified flakes. The Columbus Dispatch covered the story on its website, and an informational display with graphics provided by Ohio Valley Archaeology Inc. (OVAI) greets visitors at the stadium’s main entrance. “We put the sign there with some interesting information so visitors could learn about the location’s historical significance,” Claire noted.
The geophysical survey and archaeology excavation processes were included in the construction timeline, and despite the historical findings, there was no scheduling impact on the project. Some of the items discovered are still on display at the school district building and available for instruction in the school’s local history class.
An Archeological Find
Bringing Communities Together
Before the Indian Valley Athletic Complex was built, their high school students had to travel ten miles for track and field practice. Full-field football practices were only available off-site. Now, students can safely and efficiently practice in the new stadium at their own high school.
The high-quality Indian Valley Athletic Complex is a much-desired host for many events. It was chosen as a neutral site for the OHSAA football playoff games and hosted a professional drum and bugle corps complimentary concert for the community. This unique experience allowed the marching band students to learn from experts, gaining an opportunity not possible before the stadium’s construction.
“The new stadium is a source of pride for the entire community, as evidenced by the compliments of our visiting competitors,” Dr. Wentworth said. “Athletics has always been a draw that brings our geographically diverse school district together, but the new complex has taken it to a new level.”
“The stadium has truly become an educational asset for our students.”
Dr. Ira Wentworth
Superintendent
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Indian Valley Athletic Complex Competes for ExcellenceThe student-athletes of Indian Valley Local Schools used to travel to other facilities for competition finals, but since the Indian Valley Athletic Complex opened, the championship-class stadium has hosted cross country invitationals, track meets, playoff games, and the middle school state qualifiers. The field house serves as a year-round training facility that offers flexible configurations to support all manner of boys’ and girls’ sports.
Indian Valley Athletic Complex Competes for Excellence
Former elementary school principal Dr. Ira Wentworth had a vision for the Indian Valley Local Schools when he became the superintendent in 2013. The experienced runner sought to enhance the student learning experience while bolstering the local athletics program. Dr. Wentworth understood the importance of a robust athletics facility and how a state-of-the-art stadium with synthetic turf and an eight-lane track could make the Indian Valley Athletic Complex a competitive hotspot supporting students and exciting the local community.
Surrounded by rolling green hills and beside a cornfield in Gnadenhutten, Ohio, the new $7 million 3,000-seat stadium and 17,000 SF field house host large track meets, cross country invitationals, playoff games, and the middle school track and field Inter-Valley Conference championship.
The eight-lane polyurethane track surrounds the pole vault runway in addition to the football field. The Braves’ home stadium also provides for discus throwing, shot putting, the high jump, and the long jump, which can be expanded to accommodate the triple jump.
“You can watch all seventeen track and field events going,” said Superintendent Dr. Ira Wentworth. “It’s amazing to see it now, considering the former home field was near an old mine that created drainage problems. There was standing water in the endzone after it rained. But now, we host championship events. That is very rewarding.”
“We knew sports were really important to the local community,” said ThenDesign Architecture Project Manager Claire Bank, who shared a personal connection to the stadium project, “I’m also very passionate about running, so I understood the district’s desire for a fast competition track.” Design for the project was completed in the fall of 2019, with the first game in August 2020.
The stadium project was built by Beaver Constructors serving as the Construction Manager at Risk.
“I’m a track guy. So, laying out the field event locations at this complex is probably one of the most fun projects of my career.”
Dr. Ira Wentworth
Superintendent
Indian Valley Athletic Complex Competes for Excellence
Flexible Spaces Year Round
Indian Valley Local Schools’ mission statement is: “Working together to personalize a rigorous standards-based learning experience.” The district’s principles are innovation, integrity, relationships, teamwork, and tradition. To honor a long-time community servant, a memorial Victory Bell for Indian Valley Board of Education Member “Uncle Larry” Holmes was installed in the D-zone facing the field house.
The field house serves as a year-round, multi-purpose building containing the concessions stand, ticket office, restrooms, weight room, and locker rooms. Movable sports netting maximizes the customization of the primary open area to accommodate inside baseball and softball practices.
In the adjoining space, an operable dividing wall provides further flexibility by opening into a single space or closing to have two. Lockers can be removed and stored in the nearby shed during winter so mats can be placed on the floor for wrestling season.
The same area is used for the girls’ track locker room in the spring. In the fall, it becomes the visiting football team’s locker room, creating a steady rotation of use from season to season.
The Indian Valley Field House Offers Flexible Spaces
A New Bond for a New Stadium
The planning for the Indian Valley Athletic Complex began in 2018 after Dr. Wentworth discovered that a $7 million district levy was scheduled to expire in 2019. He started an informational campaign proposing that a new $7 million bond to help construct the much-needed stadium could go into effect just as the 1995 bond ended. This would time the funding so that residents would not endure any increased financial impact.
“Once I heard the bond that built the new gymnasium at the high school was going to fall off the books, we got to work,” Dr. Wentworth said. “After the community understood their taxes were not going to increase, we received really excellent support.” He added, “It passed about 60% to 40%.”
Before design began, there was an effort to purchase the ideal land to build on, which would have the new athletics facility near Indian Valley High School. The owner of the neighboring manufacturing facility was approached and received the idea warmly, “He told the district he’d sell us whatever we needed,” recalled Dr. Wentworth. “Then, Claire worked her magic and designed a beautiful stadium complex.”
After the stadium opened, the parking lot was paved, a small storage building was built, and the two-bus garage was renovated. Community generosity and partnerships with local businesses have provided additional funding for the complex.
The New Stadium Hosts Championship Competitions
History Becomes Legacy
As part of the design process, a site survey of the 19-acre area was conducted before construction began, and the results were surprising. “There was some excitement,” Claire recalled the buzz this created for the school district. “During the archeological study, they found about 500 artifacts just during Phase One. We knew this was possible given the area, but what they found was pretty cool.”
Archeologists canvased the property, excavated, salvaged, and documented their findings, which included earth oven features, pottery, projectile points, stone tools, and modified flakes. The Columbus Dispatch covered the story on its website, and an informational display with graphics provided by Ohio Valley Archaeology Inc. (OVAI) greets visitors at the stadium’s main entrance. “We put the sign there with some interesting information so visitors could learn about the location’s historical significance,” Claire noted.
The geophysical survey and archaeology excavation processes were included in the construction timeline, and despite the historical findings, there was no scheduling impact on the project. Some of the items discovered are still on display at the school district building and available for instruction in the school’s local history class.
An Archeological Find
Bringing Communities Together
Before the Indian Valley Athletic Complex was built, their high school students had to travel ten miles for track and field practice. Full-field football practices were only available off-site. Now, students can safely and efficiently practice in the new stadium at their own high school.
The high-quality Indian Valley Athletic Complex is a much-desired host for many events. It was chosen as a neutral site for the OHSAA football playoff games and hosted a professional drum and bugle corps complimentary concert for the community. This unique experience allowed the marching band students to learn from experts, gaining an opportunity not possible before the stadium’s construction.
“The new stadium is a source of pride for the entire community, as evidenced by the compliments of our visiting competitors,” Dr. Wentworth said. “Athletics has always been a draw that brings our geographically diverse school district together, but the new complex has taken it to a new level.”
“The stadium has truly become an educational asset for our students.”
Dr. Ira Wentworth
Superintendent
Get our newsletter with insights, events and tips.
Lexington’s New 7-12 Facility Brings Two Schools Under One RoofLexington Local Schools wanted to consolidate their junior high and high schools into a modern educational facility. Lexington’s new 7-12 facility brings two schools under one roof with two academic wings, a performing arts center, three gymnasiums, collaborative media centers, centralized student dining, and an athletics complex.
Lexington’s New 7-12 Facility Brings Two Schools Under One Roof
Lexington Local Schools opened their new 7-12 grade educational facility, combining Lexington Junior High and Lexington High School under a single roof. The new $56 million school building opened as scheduled on September 6 for the 2022-2023 school year.
The school district and local community began a journey to consolidate and improve their scholastic programs after passing a bond issue in 2018. After extensive educational planning, they started designs for the new 200,000 SF Lexington 7-12 school. The modernized structure hosts grades 7-12 divided into two academic wings, 7-8 and 9-12. This state-of-the-art facility incorporates various student-centered design principles, including open collaborative and flexible spaces, alongside more traditional academic and classroom areas.
Lexington Local Schools’ passion for the arts and sports prioritized the need for a 750-seat performing arts center, three gymnasiums, and an athletics complex that provides academic and extracurricular opportunities for its 1,200 students.
Lexington’s New 7-12 Facility
History Looks Forward
With pride in its rich history in education, the Lexington, Ohio, community maintained its aging schools with a series of construction and renovation projects over the decades in an effort to preserve the buildings. The Lexington Junior High School was part of the oldest building in the district, built in the 1890s, with a bulk of it added on in 1930. That construction assimilated the forty-year-old school and became the history department.
The high school was built in the 1960s, and renovations to the junior high school in 1970 were the last significant improvements. The school district has since recognized the need to take action as the infrastructure continued to age. Showing great respect for Lexington’s heritage, relics from the oldest structure were salvaged to incorporate into notable spaces of the new 7-12 school.
During the planning process, the existing high school site was identified as the best location for the new school, requiring the district and design team to plan their spatial plans efficiently. Considering the new construction would be 30 feet away from the existing structure, safety became a paramount consideration. The project became a real-time lesson in architecture for the students to watch from their classroom windows.
Lexington’s New 7-12 Facility Under Construction & Completed
Visioning and Collaboration
In November 2018, district voters approved an 8.6-mill bond issue for $55.95 million for construction costs associated with the project. Working with the Ohio Facilities Construction Commission through the Expedited Local Partnership Program (ELPP), the district would consolidate its five existing school buildings into two: a 7-12 school and a PreK-6 school. They began design for the 7-12 building first.
With funding secured, design began in earnest with educational visioning in 2019. The Lexington Local School District met with educators, community members, and local leaders to determine their educational priorities for their new facilities. While feedback came from various stakeholders, the district identified that following a “junior high school model” was a key priority.
This model organizes student education around curricular departments such as math, science, and English language arts. This contrasts with a “middle school model” where education is organized around small teams of educators from each core subject. Visioning combined with touring local schools allowed the administrators and designers to craft a layout that would suit the district’s educational needs.
Project Manager Scott Alleman commented, “It’s a traditional community, and they wanted to establish a forward-thinking model for education.” He continues, “They knew they didn’t simply want ‘double-loaded corridors,’ so we worked through various layouts. It became clear what strategies would work best.”
The timing of design completion in December 2022 coincided with the COVID-19 global pandemic. The last two phases, including Design Development (DD) and Guaranteed Maximum Price (GMP) / Construction Documents (CD), were finished during the early months of the global shutdown and were conducted almost 100% virtually.
Lexington’s New 7-12 Facility Visioning Session & School in Use
Advancing Lexington’s Arts and Athletics Programs
“The district was adamant that academics were the number one focus,” Scott recalled. “They pride themselves on athletics and the arts.”
In addition to the new 7-12 school building, Lexington Local Schools commissioned a $3 million athletics complex with baseball and softball fields, two practice soccer fields, a concession building, bleachers, press boxes, dugouts, mesh backstops, and scoreboards.
The enhanced ball fields are located at the base of a steep 15′ grade and anchored by a concessions and storage building centered between them, on an axis with the school. Each field features mesh backdrops, beautiful new scoreboards with field backstops, and fencing highlighted in the school’s purple and gold colors.
The ADA-accessible athletics complex offers a streamlined and engaging visitor experience. It is connected to the junior high school parking lot via a stairway and processional ramp, providing breathtaking field views. These “collegiate-level” fields visible from the junior high school’s second floor provide added athletic opportunities to the school’s sports program.
During the educational visioning session, many in the community voiced enthusiastic support for Lexington’s arts and athletics programs. Lexington’s 7-12 school features three expanded gymnasiums: a high school competition gym, an auxiliary gym, and a junior high school gym. The competition gym has a seating capacity of 2,400 and a mezzanine that can be used for wrestling practices and other activities.
The crown jewel of the 7-12 school is the 750-seat performing arts center, which serves as a notable focal point and joins the student dining space. “This is one of the spaces that gets me really excited, especially when you are up on the stage looking out at all those chairs,” Scott said.
Lexington’s 7-12 Performing Arts Center & Athletics Facilities
Dramatic Centralized Student Dining
An elongated student dining collaborative joins the northern high school portion to the southern junior high with a flooring material that transitions between the separate academic spaces. A view of the courtyard from this two-story area creates a dramatic visitor entrance.
Up to 400 students per lunch period are supported in this centralized space. It also serves as a lobby for the performing arts center and gymnasiums, allowing the school administrators to program the dining area to support different functions, creating greater flexibility. Lexington 7-12’s student dining was designed to create a logical buffer separating the academic-focused and public areas from each other.
While both academic wings are organized around collaborative spaces with media centers, the high school wing features a two-story open, collaborative space. Math and science are on the second floor, and English, world languages, and social studies are on the first.
Since opening in September 2022, the Lexington 7-12 school has established a modernized educational facility that supports the local community and its students.
Lexington’s 7-12 Dining Area & Courtyard
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Lexington’s New 7-12 Facility Brings Two Schools Under One RoofLexington Local Schools wanted to consolidate their junior high and high schools into a modern educational facility. Lexington’s new 7-12 facility brings two schools under one roof with two academic wings, a performing arts center, three gymnasiums, collaborative media centers, centralized student dining, and an athletics complex.
Lexington’s New 7-12 Facility Brings Two Schools Under One Roof
Lexington Local Schools opened their new 7-12 grade educational facility, combining Lexington Junior High and Lexington High School under a single roof. The new $56 million school building opened as scheduled on September 6 for the 2022-2023 school year.
The school district and local community began a journey to consolidate and improve their scholastic programs after passing a bond issue in 2018. After extensive educational planning, they started designs for the new 200,000 SF Lexington 7-12 school. The modernized structure hosts grades 7-12 divided into two academic wings, 7-8 and 9-12. This state-of-the-art facility incorporates various student-centered design principles, including open collaborative and flexible spaces, alongside more traditional academic and classroom areas.
Lexington Local Schools’ passion for the arts and sports prioritized the need for a 750-seat performing arts center, three gymnasiums, and an athletics complex that provides academic and extracurricular opportunities for its 1,200 students.
Lexington’s New 7-12 Facility
History Looks Forward
With pride in its rich history in education, the Lexington, Ohio, community maintained its aging schools with a series of construction and renovation projects over the decades in an effort to preserve the buildings. The Lexington Junior High School was part of the oldest building in the district, built in the 1890s, with a bulk of it added on in 1930. That construction assimilated the forty-year-old school and became the history department.
The high school was built in the 1960s, and renovations to the junior high school in 1970 were the last significant improvements. The school district has since recognized the need to take action as the infrastructure continued to age. Showing great respect for Lexington’s heritage, relics from the oldest structure were salvaged to incorporate into notable spaces of the new 7-12 school.
During the planning process, the existing high school site was identified as the best location for the new school, requiring the district and design team to plan their spatial plans efficiently. Considering the new construction would be 30 feet away from the existing structure, safety became a paramount consideration. The project became a real-time lesson in architecture for the students to watch from their classroom windows.
Lexington’s New 7-12 Facility Under Construction & Completed
Visioning and Collaboration
In November 2018, district voters approved an 8.6-mill bond issue for $55.95 million for construction costs associated with the project. Working with the Ohio Facilities Construction Commission through the Expedited Local Partnership Program (ELPP), the district would consolidate its five existing school buildings into two: a 7-12 school and a PreK-6 school. They began design for the 7-12 building first.
With funding secured, design began in earnest with educational visioning in 2019. The Lexington Local School District met with educators, community members, and local leaders to determine their educational priorities for their new facilities. While feedback came from various stakeholders, the district identified that following a “junior high school model” was a key priority.
This model organizes student education around curricular departments such as math, science, and English language arts. This contrasts with a “middle school model” where education is organized around small teams of educators from each core subject. Visioning combined with touring local schools allowed the administrators and designers to craft a layout that would suit the district’s educational needs.
Project Manager Scott Alleman commented, “It’s a traditional community, and they wanted to establish a forward-thinking model for education.” He continues, “They knew they didn’t simply want ‘double-loaded corridors,’ so we worked through various layouts. It became clear what strategies would work best.”
The timing of design completion in December 2022 coincided with the COVID-19 global pandemic. The last two phases, including Design Development (DD) and Guaranteed Maximum Price (GMP) / Construction Documents (CD), were finished during the early months of the global shutdown and were conducted almost 100% virtually.
Lexington’s New 7-12 Facility Visioning Session & School in Use
Advancing Lexington’s Arts and Athletics Programs
“The district was adamant that academics were the number one focus,” Scott recalled. “They pride themselves on athletics and the arts.”
In addition to the new 7-12 school building, Lexington Local Schools commissioned a $3 million athletics complex with baseball and softball fields, two practice soccer fields, a concession building, bleachers, press boxes, dugouts, mesh backstops, and scoreboards.
The enhanced ball fields are located at the base of a steep 15′ grade and anchored by a concessions and storage building centered between them, on an axis with the school. Each field features mesh backdrops, beautiful new scoreboards with field backstops, and fencing highlighted in the school’s purple and gold colors.
The ADA-accessible athletics complex offers a streamlined and engaging visitor experience. It is connected to the junior high school parking lot via a stairway and processional ramp, providing breathtaking field views. These “collegiate-level” fields visible from the junior high school’s second floor provide added athletic opportunities to the school’s sports program.
During the educational visioning session, many in the community voiced enthusiastic support for Lexington’s arts and athletics programs. Lexington’s 7-12 school features three expanded gymnasiums: a high school competition gym, an auxiliary gym, and a junior high school gym. The competition gym has a seating capacity of 2,400 and a mezzanine that can be used for wrestling practices and other activities.
The crown jewel of the 7-12 school is the 750-seat performing arts center, which serves as a notable focal point and joins the student dining space. “This is one of the spaces that gets me really excited, especially when you are up on the stage looking out at all those chairs,” Scott said.
Lexington’s 7-12 Performing Arts Center & Athletics Facilities
Dramatic Centralized Student Dining
An elongated student dining collaborative joins the northern high school portion to the southern junior high with a flooring material that transitions between the separate academic spaces. A view of the courtyard from this two-story area creates a dramatic visitor entrance.
Up to 400 students per lunch period are supported in this centralized space. It also serves as a lobby for the performing arts center and gymnasiums, allowing the school administrators to program the dining area to support different functions, creating greater flexibility. Lexington 7-12’s student dining was designed to create a logical buffer separating the academic-focused and public areas from each other.
While both academic wings are organized around collaborative spaces with media centers, the high school wing features a two-story open, collaborative space. Math and science are on the second floor, and English, world languages, and social studies are on the first.
Since opening in September 2022, the Lexington 7-12 school has established a modernized educational facility that supports the local community and its students.
Lexington’s 7-12 Dining Area & Courtyard
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Oberlin ES 2023 Healthy Buildings Winner PresentationOberlin Elementary School has been honored as the Cleveland 2030 District’s 2023 Healthy Buildings Winner. This recognition emphasizes the thought leadership of sustainable energy in educational design. Superintendent Dr. David Hall and ThenDesign Architecture Project Manager Brad Gellert shared their insights regarding the school’s environmental achievements during the Healthy Buildings Winner Presentation.
Oberlin ES 2023 Healthy Buildings Winner Presentation
As a beacon of sustainable energy in educational design, Oberlin Elementary School has been honored as the Cleveland 2030 District’s 2023 Healthy Buildings Winner. This recognition emphasizes the unique and innovative sustainable energy practices of the project.
Oberlin City School District Superintendent Dr. David Hall and ThenDesign Architecture Project Manager Brad Gellert were invited to share their insights in a discussion about the school’s exceptional environmental achievements. The online presentation of the Building Education Series: Exemplary Renovation and New Construction Projects examined the philosophies and design practices that led to the school’s honorable recognition.
Dr. Hall explained the importance of environmental awareness as a driving force in the collaboration between the school district and the city, with sustainability initiatives being a priority for the local community. Brad Gellert gave an overview of the steps leading to the construction and completion of the project and highlighted the energy-saving features that illustrate the benefits of conscientious architecture.
“Sustainability in Oberlin is definitely a priority for the school and our community.”
Dr. David Hall
Superintendent
Oberlin ES 2023 Healthy Buildings Winner Presentation
Exceptional Environmental Sustainability
Oberlin Elementary School is a collaborative project designed to continuously support the school district and surrounding community by incorporating environmental sustainability initiatives that can adapt to future needs. The project reflected the school’s International Baccalaureate curriculum and included several forward-thinking design elements.
One of the school’s stand-out features is a real-time environmental dashboard that monitors energy consumption so students can understand better how the building’s energy use affects the environment. This dashboard was funded by a grant from the Ohio Environmental Education Fund in partnership with Oberlin College.
Other sustainable initiatives offering firsthand learning opportunities include electric vehicle charging stations funded by grants from the Environmental Protection Agency and the implementation of a solar array supported by Oberlin College’s Green EDGE Fund, which provides about 79% of the building’s electrical needs.
Sustainability and collaborative learning are the hallmarks of this new educational facility and display how elementary schools can embody conservation principles.
The school boasts a STEAM (Science, Technology, Engineering, Arts, and Mathematics) Lab, an extended gymnasium space, open and flexible classrooms, advanced environmental controls, and an emotional sensory room, which sets it apart from traditional school designs.
Other low-cost sustainability measures included enhanced insulation in the building’s envelope, orienting the building so its longest side faces north, and adding larger windows to that façade. This minimizes heat gain and the need for increased cooling.
“Bringing daylight into the spaces connects to nature, making a much more pleasant environment for students.”
Brad Gellert
Project Manager
Oberlin Elementary School Presentation Slides
Oberlin Elementary School’s Innovative Features
Other Oberlin Elementary School environmental features include:
The new school’s location supports community density and development by utilizing an existing site.
Electric vehicle charging stations benefit staff, visitors, and local residents by supporting the city’s sustainability goal of becoming a net zero community.
Two solar energy installations comprised of a rooftop 12,000 kWh array and 335,000 kWh ground-mounted system provide approximately 79% of the school’s annual electricity needs.
To the greatest extent possible, recycled materials were utilized in building construction, and those materials were extracted and manufactured within 100 miles of the project site.
The indoor air quality of this building has been improved through the use of low-emitting materials that contain no or low amounts of volatile organic compounds (VOCs).
The commitment to sustainability and curricular integration of these elements makes Oberlin Elementary School a model for innovative school design.
“To create positive change in the world, you must work collaboratively with others,” said Brad Gellert. He added, “Spending years assisting the district with this project is personal. We are proud to be part of that collaboration and know they will enjoy the building for many years to come.”
If you would like to watch the entire Cleveland 2030 District presentation, click here.
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Oberlin ES 2023 Healthy Buildings Winner PresentationOberlin Elementary School has been honored as the Cleveland 2030 District’s 2023 Healthy Buildings Winner. This recognition emphasizes the thought leadership of sustainable energy in educational design. Superintendent Dr. David Hall and ThenDesign Architecture Project Manager Brad Gellert shared their insights regarding the school’s environmental achievements during the Healthy Buildings Winner Presentation.
Oberlin ES 2023 Healthy Buildings Winner Presentation
As a beacon of sustainable energy in educational design, Oberlin Elementary School has been honored as the Cleveland 2030 District’s 2023 Healthy Buildings Winner. This recognition emphasizes the unique and innovative sustainable energy practices of the project.
Oberlin City School District Superintendent Dr. David Hall and ThenDesign Architecture Project Manager Brad Gellert were invited to share their insights in a discussion about the school’s exceptional environmental achievements. The online presentation of the Building Education Series: Exemplary Renovation and New Construction Projects examined the philosophies and design practices that led to the school’s honorable recognition.
Dr. Hall explained the importance of environmental awareness as a driving force in the collaboration between the school district and the city, with sustainability initiatives being a priority for the local community. Brad Gellert gave an overview of the steps leading to the construction and completion of the project and highlighted the energy-saving features that illustrate the benefits of conscientious architecture.
“Sustainability in Oberlin is definitely a priority for the school and our community.”
Dr. David Hall
Superintendent
Oberlin ES 2023 Healthy Buildings Winner Presentation
Exceptional Environmental Sustainability
Oberlin Elementary School is a collaborative project designed to continuously support the school district and surrounding community by incorporating environmental sustainability initiatives that can adapt to future needs. The project reflected the school’s International Baccalaureate curriculum and included several forward-thinking design elements.
One of the school’s stand-out features is a real-time environmental dashboard that monitors energy consumption so students can understand better how the building’s energy use affects the environment. This dashboard was funded by a grant from the Ohio Environmental Education Fund in partnership with Oberlin College.
Other sustainable initiatives offering firsthand learning opportunities include electric vehicle charging stations funded by grants from the Environmental Protection Agency and the implementation of a solar array supported by Oberlin College’s Green EDGE Fund, which provides about 79% of the building’s electrical needs.
Sustainability and collaborative learning are the hallmarks of this new educational facility and display how elementary schools can embody conservation principles.
The school boasts a STEAM (Science, Technology, Engineering, Arts, and Mathematics) Lab, an extended gymnasium space, open and flexible classrooms, advanced environmental controls, and an emotional sensory room, which sets it apart from traditional school designs.
Other low-cost sustainability measures included enhanced insulation in the building’s envelope, orienting the building so its longest side faces north, and adding larger windows to that façade. This minimizes heat gain and the need for increased cooling.
“Bringing daylight into the spaces connects to nature, making a much more pleasant environment for students.”
Brad Gellert
Project Manager
Oberlin Elementary School Presentation Slides
Oberlin Elementary School’s Innovative Features
Other Oberlin Elementary School environmental features include:
The new school’s location supports community density and development by utilizing an existing site.
Electric vehicle charging stations benefit staff, visitors, and local residents by supporting the city’s sustainability goal of becoming a net zero community.
Two solar energy installations comprised of a rooftop 12,000 kWh array and 335,000 kWh ground-mounted system provide approximately 79% of the school’s annual electricity needs.
To the greatest extent possible, recycled materials were utilized in building construction, and those materials were extracted and manufactured within 100 miles of the project site.
The indoor air quality of this building has been improved through the use of low-emitting materials that contain no or low amounts of volatile organic compounds (VOCs).
The commitment to sustainability and curricular integration of these elements makes Oberlin Elementary School a model for innovative school design.
“To create positive change in the world, you must work collaboratively with others,” said Brad Gellert. He added, “Spending years assisting the district with this project is personal. We are proud to be part of that collaboration and know they will enjoy the building for many years to come.”
If you would like to watch the entire Cleveland 2030 District presentation, click here.
Get our newsletter with insights, events and tips.
The Campus of Wickliffe Receives an Outstanding Project AwardThe Campus of Wickliffe receives an Outstanding Project Award in the Spring 2024 Educational Facilities Design Awards Showcase by Learning By Design Magazine. The Wickliffe PK-12 Campus was designed to be forward-thinking, an educational facility designed for flexible learning. The Wickliffe design supported the district’s goals by providing a flexible educational environment that encouraged learning and mentoring to contribute to the greater good.
The Campus of Wickliffe Receives an Outstanding Project Award
As a dedicated partner to Wickliffe City Schools, ThenDesign Architecture is thrilled to announce that The Campus of Wickliffe has been selected for an Outstanding Project Award by Learning by Design Magazine’s Spring 2024 Educational Facilities Design Awards Showcase. The Campus of Wickliffe has been recognized as a benchmark facility for incorporating next-generation learning space design and planning methodologies.
“This is not the work simply of the school staff or administration, but the work of an entire community. This is your work.”
Joseph Spiccia
Superintendent, Wickliffe City Schools
The Campus of Wickliffe in Action
An Outstanding Achievement in Design
A jury of American Institute of Architects (AIA) members and education design professionals evaluated submissions nationwide from architectural firms, schools, and universities. The judges determine each project’s worthiness, unique qualities, and the architectural design and planning concepts that were successfully implemented.
The printed publications were recently distributed to over 50,000 subscribers within the education field throughout the United States, and spotlight the efforts of Wickliffe City Schools during this project.
A Journey of Dedication
A Catalyst for Change is Just the Beginning
As part of the “Catalyst for Change” initiative, the 204,000 SF Wickliffe PreK-12 Campus was designed to create flexible learning spaces for the Wickliffe City School District that could adapt to future educational needs. The new campus sits on the former high school site, reorganizes site circulation and reflects a mutual partnership with the community. A 500-seat Performing Arts Center, two full-sized gymnasiums, and a cafeteria are integrated into a main “Community Hub,” accessible for public events.
Career technical and STEM-focused spaces provide opportunities for students to explore a variety of academic and skills-based pursuits. Additionally, a new state-of-the-art stadium was completed adjacent to the school, becoming a new home for the Wickliffe Blue Devils.
The district participated in the Expedited Local Partnership Program (ELPP) through the Ohio Facilities Construction Commission (OFCC), and this $60 million project consolidates the aging elementary, middle, and high schools into a single PreK-12 building. In addition, the new facility hosts space for the Family Resource Center. This community center offers free services to many in need.
The new, two-story school officially opened at the beginning of the 2023-2024 school year.
“We are excited to see the extraordinary educational opportunities that will be afforded to our students now and into the future.”
Carl Marine
President, Board of Education
The Campus of Wickliffe – Designed for Flexible Learning
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The Campus of Wickliffe Receives an Outstanding Project AwardThe Campus of Wickliffe receives an Outstanding Project Award in the Spring 2024 Educational Facilities Design Awards Showcase by Learning By Design Magazine. The Wickliffe PK-12 Campus was designed to be forward-thinking, an educational facility designed for flexible learning. The Wickliffe design supported the district’s goals by providing a flexible educational environment that encouraged learning and mentoring to contribute to the greater good.
The Campus of Wickliffe Receives an Outstanding Project Award
As a dedicated partner to Wickliffe City Schools, ThenDesign Architecture is thrilled to announce that The Campus of Wickliffe has been selected for an Outstanding Project Award by Learning by Design Magazine’s Spring 2024 Educational Facilities Design Awards Showcase. The Campus of Wickliffe has been recognized as a benchmark facility for incorporating next-generation learning space design and planning methodologies.
“This is not the work simply of the school staff or administration, but the work of an entire community. This is your work.”
Joseph Spiccia
Superintendent, Wickliffe City Schools
The Campus of Wickliffe in Action
An Outstanding Achievement in Design
A jury of American Institute of Architects (AIA) members and education design professionals evaluated submissions nationwide from architectural firms, schools, and universities. The judges determine each project’s worthiness, unique qualities, and the architectural design and planning concepts that were successfully implemented.
The printed publications were recently distributed to over 50,000 subscribers within the education field throughout the United States, and spotlight the efforts of Wickliffe City Schools during this project.
A Journey of Dedication
A Catalyst for Change is Just the Beginning
As part of the “Catalyst for Change” initiative, the 204,000 SF Wickliffe PreK-12 Campus was designed to create flexible learning spaces for the Wickliffe City School District that could adapt to future educational needs. The new campus sits on the former high school site, reorganizes site circulation and reflects a mutual partnership with the community. A 500-seat Performing Arts Center, two full-sized gymnasiums, and a cafeteria are integrated into a main “Community Hub,” accessible for public events.
Career technical and STEM-focused spaces provide opportunities for students to explore a variety of academic and skills-based pursuits. Additionally, a new state-of-the-art stadium was completed adjacent to the school, becoming a new home for the Wickliffe Blue Devils.
The district participated in the Expedited Local Partnership Program (ELPP) through the Ohio Facilities Construction Commission (OFCC), and this $60 million project consolidates the aging elementary, middle, and high schools into a single PreK-12 building. In addition, the new facility hosts space for the Family Resource Center. This community center offers free services to many in need.
The new, two-story school officially opened at the beginning of the 2023-2024 school year.
“We are excited to see the extraordinary educational opportunities that will be afforded to our students now and into the future.”
Carl Marine
President, Board of Education
The Campus of Wickliffe – Designed for Flexible Learning
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Brunswick CSD’s Community Construction UpdateCommunity members gathered to participate in Brunswick CSD’s Community Construction Update Meeting. Residents, students, and educators listened to a presentation by ThenDesign Architecture and Hammond Construction representatives to gain valuable insight into the status of the design and construction timeline for the new high school.
Brunswick CSD’s Community Construction Update
On May 1, the Brunswick City School District hosted a highly successful Community Construction Update event, presenting the status of the design progress for the new high school. About 70 people, including students, educators, and local community members, attended the engagement to learn more details about the design and construction project.
Superintendent Jason Niedermeyer, ThenDesign Architecture, and Hammond Construction provided a comprehensive overview of the project’s current goals and accomplishments. They described the development site plan, including the school layout and a brief summary of the construction timeline.
Brunswick CSD’s Community Construction Update
The Visual Preference Activity
Attendees were invited and encouraged to participate in a visual preference exercise. Several poster boards, each displaying two different aesthetic designs, were shown. They selected their preferences for the new high school by placing green stickers to designate their choice.
Their opinions about the future school’s exterior are invaluable, as they will shape the design and reflect the sensibilities of the Brunswick community. Continued public involvement is essential. Their feedback empowers them to influence the outcome directly.
Community Members Participate in the Update Meeting
Schematic Design Takes Shape
In an early April Community Construction Update meeting, ThenDesign Architecture presented the preliminary schematic design for the new Brunswick High School. The 302,000 SF school will contain academic space designed for 21st-century education, a 1,000-seat auditorium, and a competition gymnasium that holds 2,000 spectators.
“Tonight, we are really excited to share with you the journey we have been on and the process we have been through to create a building that this community can be proud of,” commented Superintendent Jason Niedermeyer.
The schematic design results from hundreds of hours working with BCSD staff, architects, engineers, and construction professionals. The interior layout is tailored to the district’s operations and how it can suit the needs of Brunswick City School students.
The building has three points of entry: the North, West, and South. Bus traffic will be routed to the west lot, with those students entering there, while visitors and parents can drop off students to the south, while the north lot will be used for students who drive. This lot will also be used as the event entry for the athletic and performance facilities.
The front of the building, which faces Center Road, is a two-story academic wing and is anchored by student services at its center. The compact nature of the structure allows students to travel more easily between classes and shared spaces. They will be taking advantage of this new modern educational environment, which is tailored to the needs of the district and the challenges they will face after high school.
The New Brunswick High School’s Site Plans
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Brunswick CSD’s Community Construction UpdateCommunity members gathered to participate in Brunswick CSD’s Community Construction Update Meeting. Residents, students, and educators listened to a presentation by ThenDesign Architecture and Hammond Construction representatives to gain valuable insight into the status of the design and construction timeline for the new high school.
Brunswick CSD’s Community Construction Update
On May 1, the Brunswick City School District hosted a highly successful Community Construction Update event, presenting the status of the design progress for the new high school. About 70 people, including students, educators, and local community members, attended the engagement to learn more details about the design and construction project.
Superintendent Jason Niedermeyer, ThenDesign Architecture, and Hammond Construction provided a comprehensive overview of the project’s current goals and accomplishments. They described the development site plan, including the school layout and a brief summary of the construction timeline.
Brunswick CSD’s Community Construction Update
The Visual Preference Activity
Attendees were invited and encouraged to participate in a visual preference exercise. Several poster boards, each displaying two different aesthetic designs, were shown. They selected their preferences for the new high school by placing green stickers to designate their choice.
Their opinions about the future school’s exterior are invaluable, as they will shape the design and reflect the sensibilities of the Brunswick community. Continued public involvement is essential. Their feedback empowers them to influence the outcome directly.
Community Members Participate in the Update Meeting
Schematic Design Takes Shape
In an early April Community Construction Update meeting, ThenDesign Architecture presented the preliminary schematic design for the new Brunswick High School. The 302,000 SF school will contain academic space designed for 21st-century education, a 1,000-seat auditorium, and a competition gymnasium that holds 2,000 spectators.
“Tonight, we are really excited to share with you the journey we have been on and the process we have been through to create a building that this community can be proud of,” commented Superintendent Jason Niedermeyer.
The schematic design results from hundreds of hours working with BCSD staff, architects, engineers, and construction professionals. The interior layout is tailored to the district’s operations and how it can suit the needs of Brunswick City School students.
The building has three points of entry: the North, West, and South. Bus traffic will be routed to the west lot, with those students entering there, while visitors and parents can drop off students to the south, while the north lot will be used for students who drive. This lot will also be used as the event entry for the athletic and performance facilities.
The front of the building, which faces Center Road, is a two-story academic wing and is anchored by student services at its center. The compact nature of the structure allows students to travel more easily between classes and shared spaces. They will be taking advantage of this new modern educational environment, which is tailored to the needs of the district and the challenges they will face after high school.
The New Brunswick High School’s Site Plans
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Bryden and Hilltop Celebrate Their GroundbreakingsThe Beachwood community gathered on May 7 to watch groundbreakings for the new Bryden and Hilltop elementary schools. These events marked significant milestones for the construction project. These new elementary schools will offer better facilities for future Beachwood students.
Bryden and Hilltop Celebrate Their Groundbreakings
Beachwood City Schools reached a significant milestone on May 7, 2024. With great pride, students, staff, and community members came together to commemorate the groundbreaking ceremonies for the new Bryden and Hilltop Elementary Schools. This momentous occasion symbolizes the evolution of education as the original schools, built in 1956, will be transformed into state-of-the-art facilities.
Amidst the backdrop of construction equipment and architectural renderings of the future schools, the groundbreaking ceremonies were a testament to the strong community spirit of the Beachwood community. The atmosphere was enlivened by student musical performances, special comments by dignitaries, and a symbolic turning of the soil ceremonies. These underscored the community’s collective effort and shared achievement.
Bryden and Hilltop Celebrate Their Groundbreakings
Two Schools. Two Groundbreaking Ceremonies
Superintendent Dr. Robert Hardis gave opening comments, “All of you deserve a new building with modern classrooms that are safe and secure, energy-efficient, and filled with light and color to inspire our youngest students.”
President of the Board of Education Megan Walsh emphasized the importance of the relationships they will build in the new schools, “[In our elementary schools,] they feel like a welcoming and happy place. They feel like you belong here because you do! I promise that this same feeling will follow you to the new buildings.”
“I’m super excited for our new school. We can bring in more love to our community.”
Maya
2nd Grade Student
Bryden and Hilltop Celebrate Their Groundbreakings
School Design with Students in Mind
ThenDesign Architecture Project Manager Ryan Schmit noted the project’s importance, “It takes vision to build a school. It takes the commitment of hundreds of hours from many people, including the Board of Education, administration, teachers, students, parents, city officials, and community members, to achieve such a worthy cause.”
Being a Hilltop alumnus, Beachwood Mayor Justin Berns had a personal connection to the occasion. “A new school signifies a fresh start,” he noted, “A renewed commitment to education, a place to discover new and exciting ways to learn, and a place where you will build friendships that last a lifetime.”
The Beachwood community supported the new schools initiative in May 2023 by approving a 3.95-mill bond issue. Ongoing community involvement is key to the project’s design and construction phases. The schools are being designed by ThenDesign Architecture, with Hammond Construction operating as the Construction Manager At Risk.
“Anybody can build a building. But it takes a strong community to build a school.”
Ryan Schmit
Project Manager
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Bryden and Hilltop Celebrate Their GroundbreakingsThe Beachwood community gathered on May 7 to watch groundbreakings for the new Bryden and Hilltop elementary schools. These events marked significant milestones for the construction project. These new elementary schools will offer better facilities for future Beachwood students.
Bryden and Hilltop Celebrate Their Groundbreakings
Beachwood City Schools reached a significant milestone on May 7, 2024. With great pride, students, staff, and community members came together to commemorate the groundbreaking ceremonies for the new Bryden and Hilltop Elementary Schools. This momentous occasion symbolizes the evolution of education as the original schools, built in 1956, will be transformed into state-of-the-art facilities.
Amidst the backdrop of construction equipment and architectural renderings of the future schools, the groundbreaking ceremonies were a testament to the strong community spirit of the Beachwood community. The atmosphere was enlivened by student musical performances, special comments by dignitaries, and a symbolic turning of the soil ceremonies. These underscored the community’s collective effort and shared achievement.
Bryden and Hilltop Celebrate Their Groundbreakings
Two Schools. Two Groundbreaking Ceremonies
Superintendent Dr. Robert Hardis gave opening comments, “All of you deserve a new building with modern classrooms that are safe and secure, energy-efficient, and filled with light and color to inspire our youngest students.”
President of the Board of Education Megan Walsh emphasized the importance of the relationships they will build in the new schools, “[In our elementary schools,] they feel like a welcoming and happy place. They feel like you belong here because you do! I promise that this same feeling will follow you to the new buildings.”
“I’m super excited for our new school. We can bring in more love to our community.”
Maya
2nd Grade Student
Bryden and Hilltop Celebrate Their Groundbreakings
School Design with Students in Mind
ThenDesign Architecture Project Manager Ryan Schmit noted the project’s importance, “It takes vision to build a school. It takes the commitment of hundreds of hours from many people, including the Board of Education, administration, teachers, students, parents, city officials, and community members, to achieve such a worthy cause.”
Being a Hilltop alumnus, Beachwood Mayor Justin Berns had a personal connection to the occasion. “A new school signifies a fresh start,” he noted, “A renewed commitment to education, a place to discover new and exciting ways to learn, and a place where you will build friendships that last a lifetime.”
The Beachwood community supported the new schools initiative in May 2023 by approving a 3.95-mill bond issue. Ongoing community involvement is key to the project’s design and construction phases. The schools are being designed by ThenDesign Architecture, with Hammond Construction operating as the Construction Manager At Risk.
“Anybody can build a building. But it takes a strong community to build a school.”
Ryan Schmit
Project Manager
Get our newsletter with insights, events and tips.
Thiel College Academic Center GroundbreakingDistinguished guests celebrated a transformative renovation project that began with the Thiel College Academic Center Groundbreaking ceremony. The multi-phased project starts in 2024 with focused efforts to enhance multiple entryways, the main lobby, and the lower level. Future improvements are scheduled to modernize labs, classrooms, and the entrance of the Langenheim Memorial Library.
Thiel College Academic Center Groundbreaking
Distinguished guests celebrated the new renovation project that began with the Thiel College Academic Center Groundbreaking ceremony.
“This project is a reflection of the academic priorities of Thiel College,” commented Thiel College President Dr. Susan Traverso during a groundbreaking ceremony for a renovation project at Thiel College’s Daniel and Dorothy Spence Academic Center.
The ThenDesign Architecture team is thrilled to continue working with Thiel College to bring this new renovation to life!
According to a press release, the $4 million project includes enhancements to the building’s entrance, updated technology, and space for collaboration and represents a “significant investment” in the Nursing program.
Thiel College Academic Center Groundbreaking
A Transformative Renovation
Speakers at the ceremony included Rod Wilt, executive director of Penn-Northwest Development Corp. and chair of the college board of trustees, Dr. Greg Butcher, vice president for academic affairs and dean of the college, and Audra Franley, coordinator of campus ministries.
Future enhancements are set to modernize labs, classrooms, and the entrance to Langenheim Memorial Library.
Initially dedicated in April 1971, the Academic Center is a multi-level educational complex that features 11 classrooms, the 300-seat Bly Lecture Hall, five seminar rooms, 24 laboratories, a computer center, five specialized teaching facilities, and 55 faculty offices.
Thiel College is an independent liberal arts, sciences, and professional studies institution committed to providing quality undergraduate education. Promoting educational excellence, innovation, and ethical leadership, the College offers distinctive learning opportunities for students and serves as an asset for the region’s social, economic, and educational development.
Renovation of the Daniel and Dorothy Spence Academic Center is a multi-phased project that will continue over the next several years.
Thiel College Exterior Rendering
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Thiel College Academic Center GroundbreakingDistinguished guests celebrated a transformative renovation project that began with the Thiel College Academic Center Groundbreaking ceremony. The multi-phased project starts in 2024 with focused efforts to enhance multiple entryways, the main lobby, and the lower level. Future improvements are scheduled to modernize labs, classrooms, and the entrance of the Langenheim Memorial Library.
Thiel College Academic Center Groundbreaking
Distinguished guests celebrated the new renovation project that began with the Thiel College Academic Center Groundbreaking ceremony.
“This project is a reflection of the academic priorities of Thiel College,” commented Thiel College President Dr. Susan Traverso during a groundbreaking ceremony for a renovation project at Thiel College’s Daniel and Dorothy Spence Academic Center.
The ThenDesign Architecture team is thrilled to continue working with Thiel College to bring this new renovation to life!
According to a press release, the $4 million project includes enhancements to the building’s entrance, updated technology, and space for collaboration and represents a “significant investment” in the Nursing program.
Thiel College Academic Center Groundbreaking
A Transformative Renovation
Speakers at the ceremony included Rod Wilt, executive director of Penn-Northwest Development Corp. and chair of the college board of trustees, Dr. Greg Butcher, vice president for academic affairs and dean of the college, and Audra Franley, coordinator of campus ministries.
Future enhancements are set to modernize labs, classrooms, and the entrance to Langenheim Memorial Library.
Initially dedicated in April 1971, the Academic Center is a multi-level educational complex that features 11 classrooms, the 300-seat Bly Lecture Hall, five seminar rooms, 24 laboratories, a computer center, five specialized teaching facilities, and 55 faculty offices.
Thiel College is an independent liberal arts, sciences, and professional studies institution committed to providing quality undergraduate education. Promoting educational excellence, innovation, and ethical leadership, the College offers distinctive learning opportunities for students and serves as an asset for the region’s social, economic, and educational development.
Renovation of the Daniel and Dorothy Spence Academic Center is a multi-phased project that will continue over the next several years.
Thiel College Exterior Rendering
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Brunswick High School Senior Seminar PresentationsThe Brunswick High School Senior Seminar Presentations provided an opportunity for students to design educational spaces that could be incorporated into the new high school. As part of their class project, they conducted research, built physical and digital models of their ideal spaces, and shared their experiences with members of TDA and BCSD. Their suggestions could benefit the next generation of Brunswick students.
Brunswick High School Senior Seminar Presentations
Seniors at Brunswick High School presented their design ideas for the new high school to administrators at BCSD and representatives at ThenDesign Architecture as part of their Senior Seminar class project.
The 12th-grade students chose which areas they wanted to create, including how to best convey those ideas. Some students created physical dioramas made of cardboard, wood, and lights, while others utilized software tools to create a computer-animated presentation.
“We are designing this building for them, so hearing their feedback is crucial.”
Jeanne Kleckner
Interior Designer
The New Brunswick High School in Progress
The over 300,000 SF, 9-12 high school will include an auditorium and replace the existing school. It will provide a modern educational environment better positioned to accommodate personalized student needs and foster learning and collaboration.
“It’s fun to hear what the young people are thinking about and what is important to them.”
Scott Alleman
Project Manager
The Brunswick High School Senior Seminar Presentations
Senior Seminar Teachers Facilitate Participation
Senior Seminar teacher Mark Belkofer focused on the benefits of student involvement, “The most important thing we can do is put this in their hands,” he said. “Their collective ideas could help shape what they believe a 21st-century educational space should be.”
The Senior Seminar class has three co-teachers, including Michelle Raglow and Colin Smith. Colin said his focus was to allow students to express their ideas, “My job is to make sure their voices are heard, not to make changes to their designs. They did a great job talking to teachers to find out what they wanted for the new high school.”
“These talented students came up with their concepts based on their experiences and research,” said Senior Seminar teacher Michelle Raglow. “Now, they have an authentic audience in TDA and the administration. What an incredible experience it was for them to be able to present and really be listened to.”
“Even though these students won’t be attending the new school, this was an opportunity for them to leave their mark for the next generation.”
Colin Smith
Senior Seminar Teacher
The Brunswick High School Senior Seminar Presentations
The Senior Seminar Presentation is part of TDA’s information-gathering efforts to engage with students, teachers, and community members to include their valuable insight to influence the design process. Ideas conveyed during visioning sessions, visual preference exercises, and the Senior Seminar will directly impact the design decisions of the new high school.
Get our newsletter with insights, events and tips.
Brunswick High School Senior Seminar PresentationsThe Brunswick High School Senior Seminar Presentations provided an opportunity for students to design educational spaces that could be incorporated into the new high school. As part of their class project, they conducted research, built physical and digital models of their ideal spaces, and shared their experiences with members of TDA and BCSD. Their suggestions could benefit the next generation of Brunswick students.
Brunswick High School Senior Seminar Presentations
Seniors at Brunswick High School presented their design ideas for the new high school to administrators at BCSD and representatives at ThenDesign Architecture as part of their Senior Seminar class project.
The 12th-grade students chose which areas they wanted to create, including how to best convey those ideas. Some students created physical dioramas made of cardboard, wood, and lights, while others utilized software tools to create a computer-animated presentation.
“We are designing this building for them, so hearing their feedback is crucial.”
Jeanne Kleckner
Interior Designer
The New Brunswick High School in Progress
The over 300,000 SF, 9-12 high school will include an auditorium and replace the existing school. It will provide a modern educational environment better positioned to accommodate personalized student needs and foster learning and collaboration.
“It’s fun to hear what the young people are thinking about and what is important to them.”
Scott Alleman
Project Manager
The Brunswick High School Senior Seminar Presentations
Senior Seminar Teachers Facilitate Participation
Senior Seminar teacher Mark Belkofer focused on the benefits of student involvement, “The most important thing we can do is put this in their hands,” he said. “Their collective ideas could help shape what they believe a 21st-century educational space should be.”
The Senior Seminar class has three co-teachers, including Michelle Raglow and Colin Smith. Colin said his focus was to allow students to express their ideas, “My job is to make sure their voices are heard, not to make changes to their designs. They did a great job talking to teachers to find out what they wanted for the new high school.”
“These talented students came up with their concepts based on their experiences and research,” said Senior Seminar teacher Michelle Raglow. “Now, they have an authentic audience in TDA and the administration. What an incredible experience it was for them to be able to present and really be listened to.”
“Even though these students won’t be attending the new school, this was an opportunity for them to leave their mark for the next generation.”
Colin Smith
Senior Seminar Teacher
The Brunswick High School Senior Seminar Presentations
The Senior Seminar Presentation is part of TDA’s information-gathering efforts to engage with students, teachers, and community members to include their valuable insight to influence the design process. Ideas conveyed during visioning sessions, visual preference exercises, and the Senior Seminar will directly impact the design decisions of the new high school.
Get our newsletter with insights, events and tips.
North Ridgeville Visual Preference ExerciseHosted at the North Ridgeville Academic Center, teachers, students, and community members participated in a Visual Preference Exercise to help determine the design aesthetics for the exterior of the new North Ridgeville High School. The continued participation of local community members is vital to the success of the design process.
North Ridgeville Visual Preference Exercise
The new North Ridgeville High School project took a significant step forward with a dynamic community engagement on April 10. ThenDesign Architecture hosted the pivotal “Meet the Architect” event at the North Ridgeville Academic Center, drawing a crowd of over seventy residents. This event provided a platform for the community to hear an update on the construction project, meet the design team, and ask questions. Importantly, it also allowed residents to voice their preferences for the school’s exterior, underscoring their role in shaping the project.
Central to the evening was the Visual Preference Exercise, a key tool in the decision-making process. This development technique is designed to gather valuable community input on physical design alternatives, ensuring that the preferences of the North Ridgeville community are considered during the design process.
Important Community Feedback
Several boards were staged with options for attendees to choose which aesthetic style best fits North Ridgeville. By placing green stickers to designate their visual preference, participants informed the design team which side-by-side options were most appealing. They could then add details regarding why they chose this option.
TDA Project Architect Claire Bank values this critical feedback from teachers, students, and residents. The information influences the development of architectural decisions. Working closely with Superintendent Roxann Ramsey-Caserio and the school district, TDA designers will continue to advance the look and feel of the new North Ridgeville High School based on the opinions of the local community.
Visual Preference Exercise with North Ridgeville City Schools & TDA
Community Feedback Still Needed
For interested North Ridgeville residents who could not participate in the Visual Preference Exercise, there is still time to voice your opinions by visiting this survey link. Your continued involvement is essential for making the new North Ridgeville High School successful.
Get our newsletter with insights, events and tips.
North Ridgeville Visual Preference ExerciseHosted at the North Ridgeville Academic Center, teachers, students, and community members participated in a Visual Preference Exercise to help determine the design aesthetics for the exterior of the new North Ridgeville High School. The continued participation of local community members is vital to the success of the design process.
North Ridgeville Visual Preference Exercise
The new North Ridgeville High School project took a significant step forward with a dynamic community engagement on April 10. ThenDesign Architecture hosted the pivotal “Meet the Architect” event at the North Ridgeville Academic Center, drawing a crowd of over seventy residents. This event provided a platform for the community to hear an update on the construction project, meet the design team, and ask questions. Importantly, it also allowed residents to voice their preferences for the school’s exterior, underscoring their role in shaping the project.
Central to the evening was the Visual Preference Exercise, a key tool in the decision-making process. This development technique is designed to gather valuable community input on physical design alternatives, ensuring that the preferences of the North Ridgeville community are considered during the design process.
Important Community Feedback
Several boards were staged with options for attendees to choose which aesthetic style best fits North Ridgeville. By placing green stickers to designate their visual preference, participants informed the design team which side-by-side options were most appealing. They could then add details regarding why they chose this option.
TDA Project Architect Claire Bank values this critical feedback from teachers, students, and residents. The information influences the development of architectural decisions. Working closely with Superintendent Roxann Ramsey-Caserio and the school district, TDA designers will continue to advance the look and feel of the new North Ridgeville High School based on the opinions of the local community.
Visual Preference Exercise with North Ridgeville City Schools & TDA
Community Feedback Still Needed
For interested North Ridgeville residents who could not participate in the Visual Preference Exercise, there is still time to voice your opinions by visiting this survey link. Your continued involvement is essential for making the new North Ridgeville High School successful.
Get our newsletter with insights, events and tips.
North Ridgeville City Schools Conducted Educational Visioning for Their New High SchoolOn February 20th, students, community members, district administrators, city officials, and teachers attended an all-day Educational Visioning Session hosted by ThenDesign Architecture at North Ridgeville’s Academic Center. This session focused on group collaboration as attendees brainstormed how the district’s new high school would improve every student’s educational experience for generations to come.
North Ridgeville City Schools – Educational Visioning for the New High School
On February 20th, students, community members, district administrators, city officials, and teachers attended an all-day Educational Visioning Session hosted by ThenDesign Architecture at North Ridgeville’s Academic Center. This session focused on group collaboration as attendees brainstormed how the district’s new high school would improve every student’s educational experience for generations to come.
As the day commenced, Superintendent Roxann Ramsey-Caserio welcomed everyone, “This is a huge representation of the North Ridgeville community, and I am grateful you took the time to be here today.”
Guests participated in activities designed to garner input on the new school. “You will truly help shape the future of North Ridgeville. We are building a new high school, and the ideas you develop today will be the roadmap to make this a reality.”
With over 80 in attendance, everyone had a say in the activities. The new, +300,000 SF, 9-12 high school includes state-of-the-art academic spaces, an auditorium, and enhanced athletic spaces, replacing the existing 1960s high school. This new building enhances student safety and security while accommodating growth in the community and provides a modern educational environment that fosters student learning and collaboration.
Many current North Ridgeville students attended. One student, Angel, felt the school would make a significant impact on his peers, “Students have a voice, and it’s great that we can provide feedback.” He was glad to provide input. “It’s great to have the administration listen. It shows that we are heard. I’m very happy I got this opportunity and could share it with my teachers and friends.”
Divided into small groups, the attendees developed a vision for the high school. They prioritized goals, analyzed learning environments, and explored options for a building layout.
https://youtu.be/EogiwYCZfBg
“Hearing from our students was an incredible experience. Their perspective on the needs for their new school was very powerful. The excitement from our students and staff can energize our community as a whole.”
Roxann Ramsey-Caserio
Superintendent of North Ridgeville City Schools
Educational Visioning – Imagining Opportunities for the New School
The session was divided into activities throughout the day. Architects then use this broad feedback during the early phases of design and incorporate feedback between groups to establish common goals and needs.
The major activities included:
Where Are We Now and Where Are We Headed? – This portion of the session focused on defining the overall project and site, hearing from district staff about challenges with the existing school, and then imagining the educational opportunities the new building could bring. This culminated in reviewing four new high schools and how those buildings were organized to maximize educational opportunities.
How Are Schools Organized? – This activity involved small groups working together to determine the relationships between major spaces in the new school. Each group had to define a core component of the school district’s “Ranger STRONG” mindset that included Creativity, Inclusivity, Safety, Service, and Teamwork. They explained how their relationship diagram enhanced one of those core values.
Identifying Our Needs – Participants defined priorities for 20 different building segments. These ranged from the core academic spaces, visual arts, performing arts, athletics, and many other areas.
Putting It All Together – Based on all the ideas developed during this session, groups could use blocks to lay out their ideal solutions for the new high school.
Each activity built on one another and formed a complete picture of the building project by the end of the day.
Educational Visioning with North Ridgeville City Schools
“Our vision is to empower our students with the help of their family, our staff, and the community to design their preferred future. Our mission is to educate the whole person, caring for the social and emotional development of every person. Those are the ideas we are building into this new school.”
Joseph Mueller
High School Principal
Where Are We Now?
“Our vision is to empower our students with the help of their family, our staff, and the community to design their preferred future,” commented High School Principal Joseph Mueller. “Our mission is to educate the whole person, caring for the social and emotional development of every single student. Those are the ideas we are building into this new school.”
While teachers and staff carry out this mission daily, the current school faces hardships in meeting these goals.
A few of the biggest challenges he referenced were:
The overall school size. The existing building is 147,000 SF and cannot support the growing student enrollment.
Science Labs are not adequately sized, lack natural gas for lab use, and do not have space to host equipment that students will use after high school.
Many interior classrooms lack access to natural light, and the exposed utilities throughout the school take away from the educational environment and are difficult to maintain and repair.
The outdated heating and cooling systems do not regulate temperatures in many classrooms, making the learning environment adverse for many students.
There are difficulties with distracting noise, overcrowding, and a burdensome distance to the trailers.
Despite the current environment, Principal Mueller is optimistic about the new building.
“One of my mantras is to ‘Get better every day.’ That’s what we expect from each of us, and this is where the ‘rubber meets the road.’ It’s time to design a physical space to help us further those goals and overcome the challenges we face now.”
Educational Visioning with North Ridgeville City Schools:
School planning is firmly rooted in the academic and curricular goals of the district. Spaces in the new school will reflect current teaching practices but allow for adaptability in the future.
The district plans to use this new building as a catalyst for new educational opportunities for students.
“What makes a new high school work? That is an incredibly difficult question to answer. What will education look like next year, or in five years, or ten years, or fifty years from now?” commented Assistant Superintendent David Pritt. “The reality is that if our new high school will last as long as our current school, it needs to be relevant 60 years from now.”
Developing the structure isn’t as easy as it seems.
“So we are brainstorming, incorporating feedback, and designing a building that will last for a long time into the future.”
ThenDesign Architecture Project Manager Claire Bank commented, “What I found really impressive was how forward-thinking this community is. They consider this an opportunity to offer more to their students and educators. That is an awesome place to be at the beginning of a project.”
The design team highlighted recent case studies of how different districts approached flexible spaces in their buildings.
The “putting it all together” activity highlights priorities from the community. Claire continues, “During the last activity, we see how people lay out adjacencies, and those are relationships we sometimes haven’t even thought about yet and wouldn’t unless we heard it from them.”
“Students have a voice. So I think it’s very important that the students who are going to be in the school provide their feedback on what they think and help future generations of students.”
Angel
High School Student
Understanding Our Learning Environment
Superintendent Ramsey-Caserio added perspective on the decisions the groups were making. “We need to think about learning differently than we are used to. We need our students to be the source of their own learning. A building can provide space for that, but good teaching is good teaching, and we will keep that in mind for all our students.”
Gathering feedback from the students who use the building most was very important to the district.
“Hearing from our students was an incredible experience. Their perspective on the needs for their new school was very powerful. This excitement from our students and staff can energize our entire community.”
Using both digital and written materials, community members prioritized their wishes for components of the new high school.
The top three priorities for this group included:
More options for flexible learning spaces
Better building organization
Enhanced technology
Each individual recorded their thoughts on the crucial components of the building, which will be examined and incorporated as the design progresses.
When Constructing a New High School What Are Your Prioritized List of Considerations?
The final activity tasked groups with laying out their preferred site plan for the new school. Incorporating the necessary square footage for different interior academic and support spaces, as well as parking and athletics, the groups grappled with the building’s site entry, access, and traffic flow. They then reported their decisions to the whole group, answered questions, and provided insight into the significant discussion points.
Common themes developed across the groups included:
Many groups preferred organizing the school by department rather than grade level.
Acoustic barriers for events and sound separated the auditorium and gymnasium.
Administrative offices were near the main entrance, with the entry facing west.
There is a separate community entrance for events and a clearly defined primary school entry.
Separate parking for performing arts and athletic events.
The media center connects to the academic wings to serve as additional collaborative space.
The use of courtyards separates academic spaces and provides additional daylighting.
Student Dining is centralized and near the entrance to the school.
“What I found impressive was how forward-thinking this community is. They are really considering it an opportunity to offer more to their students and educators. They’re not limited to what they’re imagining, which is an awesome place to be at the beginning of a project.”
Claire Bank
Project Manager
Next Steps
With Educational Visioning complete, the design team is compiling a summary of the day’s activities with an outcome report to be shared with the community. The conclusions of these activities help inform the new school’s design.
Frank Toth, a former city councilman and longtime resident, looks forward to the project’s impact. “The opportunity to weigh in on how this school will function in the community is a great opportunity.”
He looks forward to how this new building will be used.
“There were some great ideas exchanged. It’s going to be wonderful to see how the community embraces these ideas as we move forward with this project.”
Architects will work through the schematic design phase during the spring and summer. During this phase, initial plans are developed, which will be used for initial cost estimation. Currently, the design team is engaging with district staff to better understand their individual needs for inclusion in the new plans.
North Ridgeville City Schools Conducted Educational Visioning for Their New High SchoolOn February 20th, students, community members, district administrators, city officials, and teachers attended an all-day Educational Visioning Session hosted by ThenDesign Architecture at North Ridgeville’s Academic Center. This session focused on group collaboration as attendees brainstormed how the district’s new high school would improve every student’s educational experience for generations to come.
North Ridgeville City Schools – Educational Visioning for the New High School
On February 20th, students, community members, district administrators, city officials, and teachers attended an all-day Educational Visioning Session hosted by ThenDesign Architecture at North Ridgeville’s Academic Center. This session focused on group collaboration as attendees brainstormed how the district’s new high school would improve every student’s educational experience for generations to come.
As the day commenced, Superintendent Roxann Ramsey-Caserio welcomed everyone, “This is a huge representation of the North Ridgeville community, and I am grateful you took the time to be here today.”
Guests participated in activities designed to garner input on the new school. “You will truly help shape the future of North Ridgeville. We are building a new high school, and the ideas you develop today will be the roadmap to make this a reality.”
With over 80 in attendance, everyone had a say in the activities. The new, +300,000 SF, 9-12 high school includes state-of-the-art academic spaces, an auditorium, and enhanced athletic spaces, replacing the existing 1960s high school. This new building enhances student safety and security while accommodating growth in the community and provides a modern educational environment that fosters student learning and collaboration.
Many current North Ridgeville students attended. One student, Angel, felt the school would make a significant impact on his peers, “Students have a voice, and it’s great that we can provide feedback.” He was glad to provide input. “It’s great to have the administration listen. It shows that we are heard. I’m very happy I got this opportunity and could share it with my teachers and friends.”
Divided into small groups, the attendees developed a vision for the high school. They prioritized goals, analyzed learning environments, and explored options for a building layout.
https://youtu.be/EogiwYCZfBg
“Hearing from our students was an incredible experience. Their perspective on the needs for their new school was very powerful. The excitement from our students and staff can energize our community as a whole.”
Roxann Ramsey-Caserio
Superintendent of North Ridgeville City Schools
Educational Visioning – Imagining Opportunities for the New School
The session was divided into activities throughout the day. Architects then use this broad feedback during the early phases of design and incorporate feedback between groups to establish common goals and needs.
The major activities included:
Where Are We Now and Where Are We Headed? – This portion of the session focused on defining the overall project and site, hearing from district staff about challenges with the existing school, and then imagining the educational opportunities the new building could bring. This culminated in reviewing four new high schools and how those buildings were organized to maximize educational opportunities.
How Are Schools Organized? – This activity involved small groups working together to determine the relationships between major spaces in the new school. Each group had to define a core component of the school district’s “Ranger STRONG” mindset that included Creativity, Inclusivity, Safety, Service, and Teamwork. They explained how their relationship diagram enhanced one of those core values.
Identifying Our Needs – Participants defined priorities for 20 different building segments. These ranged from the core academic spaces, visual arts, performing arts, athletics, and many other areas.
Putting It All Together – Based on all the ideas developed during this session, groups could use blocks to lay out their ideal solutions for the new high school.
Each activity built on one another and formed a complete picture of the building project by the end of the day.
Educational Visioning with North Ridgeville City Schools
“Our vision is to empower our students with the help of their family, our staff, and the community to design their preferred future. Our mission is to educate the whole person, caring for the social and emotional development of every person. Those are the ideas we are building into this new school.”
Joseph Mueller
High School Principal
Where Are We Now?
“Our vision is to empower our students with the help of their family, our staff, and the community to design their preferred future,” commented High School Principal Joseph Mueller. “Our mission is to educate the whole person, caring for the social and emotional development of every single student. Those are the ideas we are building into this new school.”
While teachers and staff carry out this mission daily, the current school faces hardships in meeting these goals.
A few of the biggest challenges he referenced were:
The overall school size. The existing building is 147,000 SF and cannot support the growing student enrollment.
Science Labs are not adequately sized, lack natural gas for lab use, and do not have space to host equipment that students will use after high school.
Many interior classrooms lack access to natural light, and the exposed utilities throughout the school take away from the educational environment and are difficult to maintain and repair.
The outdated heating and cooling systems do not regulate temperatures in many classrooms, making the learning environment adverse for many students.
There are difficulties with distracting noise, overcrowding, and a burdensome distance to the trailers.
Despite the current environment, Principal Mueller is optimistic about the new building.
“One of my mantras is to ‘Get better every day.’ That’s what we expect from each of us, and this is where the ‘rubber meets the road.’ It’s time to design a physical space to help us further those goals and overcome the challenges we face now.”
Educational Visioning with North Ridgeville City Schools:
School planning is firmly rooted in the academic and curricular goals of the district. Spaces in the new school will reflect current teaching practices but allow for adaptability in the future.
The district plans to use this new building as a catalyst for new educational opportunities for students.
“What makes a new high school work? That is an incredibly difficult question to answer. What will education look like next year, or in five years, or ten years, or fifty years from now?” commented Assistant Superintendent David Pritt. “The reality is that if our new high school will last as long as our current school, it needs to be relevant 60 years from now.”
Developing the structure isn’t as easy as it seems.
“So we are brainstorming, incorporating feedback, and designing a building that will last for a long time into the future.”
ThenDesign Architecture Project Manager Claire Bank commented, “What I found really impressive was how forward-thinking this community is. They consider this an opportunity to offer more to their students and educators. That is an awesome place to be at the beginning of a project.”
The design team highlighted recent case studies of how different districts approached flexible spaces in their buildings.
The “putting it all together” activity highlights priorities from the community. Claire continues, “During the last activity, we see how people lay out adjacencies, and those are relationships we sometimes haven’t even thought about yet and wouldn’t unless we heard it from them.”
“Students have a voice. So I think it’s very important that the students who are going to be in the school provide their feedback on what they think and help future generations of students.”
Angel
High School Student
Understanding Our Learning Environment
Superintendent Ramsey-Caserio added perspective on the decisions the groups were making. “We need to think about learning differently than we are used to. We need our students to be the source of their own learning. A building can provide space for that, but good teaching is good teaching, and we will keep that in mind for all our students.”
Gathering feedback from the students who use the building most was very important to the district.
“Hearing from our students was an incredible experience. Their perspective on the needs for their new school was very powerful. This excitement from our students and staff can energize our entire community.”
Using both digital and written materials, community members prioritized their wishes for components of the new high school.
The top three priorities for this group included:
More options for flexible learning spaces
Better building organization
Enhanced technology
Each individual recorded their thoughts on the crucial components of the building, which will be examined and incorporated as the design progresses.
When Constructing a New High School What Are Your Prioritized List of Considerations?
The final activity tasked groups with laying out their preferred site plan for the new school. Incorporating the necessary square footage for different interior academic and support spaces, as well as parking and athletics, the groups grappled with the building’s site entry, access, and traffic flow. They then reported their decisions to the whole group, answered questions, and provided insight into the significant discussion points.
Common themes developed across the groups included:
Many groups preferred organizing the school by department rather than grade level.
Acoustic barriers for events and sound separated the auditorium and gymnasium.
Administrative offices were near the main entrance, with the entry facing west.
There is a separate community entrance for events and a clearly defined primary school entry.
Separate parking for performing arts and athletic events.
The media center connects to the academic wings to serve as additional collaborative space.
The use of courtyards separates academic spaces and provides additional daylighting.
Student Dining is centralized and near the entrance to the school.
“What I found impressive was how forward-thinking this community is. They are really considering it an opportunity to offer more to their students and educators. They’re not limited to what they’re imagining, which is an awesome place to be at the beginning of a project.”
Claire Bank
Project Manager
Next Steps
With Educational Visioning complete, the design team is compiling a summary of the day’s activities with an outcome report to be shared with the community. The conclusions of these activities help inform the new school’s design.
Frank Toth, a former city councilman and longtime resident, looks forward to the project’s impact. “The opportunity to weigh in on how this school will function in the community is a great opportunity.”
He looks forward to how this new building will be used.
“There were some great ideas exchanged. It’s going to be wonderful to see how the community embraces these ideas as we move forward with this project.”
Architects will work through the schematic design phase during the spring and summer. During this phase, initial plans are developed, which will be used for initial cost estimation. Currently, the design team is engaging with district staff to better understand their individual needs for inclusion in the new plans.
Cuyahoga Falls 6-12 Campus Winter UpdateSubstantial progress has been made in the construction of the Cuyahoga Falls City School District’s new 6-12 campus since the groundbreaking ceremony in September 2022. The winter months proved to be very productive, with the project remaining on schedule and on budget.
Cuyahoga Falls 6-12 Campus Winter Update
The early site package for the Cuyahoga Falls City Schools District’s 6-12 campus was completed in June 2023, which moved the project into constructing the main buildings. That work included foundations, underground electrical, and plumbing.
The new campus will feature an auditorium, a black box theater, and an attached athletics stadium. The State of Ohio, through the Ohio Facilities Construction Commission (OFCC), is funding $33.6 million of the total $133 million cost. The state-of-the-art facility will provide students and faculty with updated technology, expanded academic spaces, and opportunities for collaboration in a secure, comfortable environment.
Construction Administrator Lyle Satterlee for ThenDesign Architecture commented, “It’s always good to hit a milestone date on schedule. We were very happy with the outcome.”
He continued, “It was exciting to see the project go vertical when the stair towers went up in the summer.” The steel erection began and continued around the central classroom core of the building. To the south, work started on the foundations for the performing arts center and art rooms.
“A tremendous amount of hard work has gone into this project.”
Lyle Satterlee
TDA Construction Administrator
Cuyahoga Falls 6-12 Campus Early Summer Progress:
Cuyahoga Falls Winter Construction Sees Significant Progress
The mild Ohio winter created better-than-expected conditions for the multi-year, 365,000 SF school development project led by Project Manager Scott Alleman of ThenDesign Architecture. Engineers and contractors with Hammond Construction continue on schedule through significant construction milestones.
A critical component of the Construction Management Team is having a project architect in place to ensure the integrity of the design is maintained during construction. TDA Project Architect Dan Clements has been active since the early phases of the project to assist in clarifying design intent and responding to the contractor’s information requests.
Aerial photography courtesy of Hammond Construction
Construction Thrives on Teamwork
“Hammond pushed hard to get the buildings buttoned up for the winter climate,” Lyle said. “Enclosures and temporary gas heaters were in place so they could complete interior construction during the winter phases.”
Cuyahoga Falls winter construction interior work included wall framing, masonry, plumbing, and mechanical and electrical rough-ins.
Fellow TDA Construction Administrator Melissa Blask acts as a liaison between the structural engineer and Hammond contractors. “It’s amazing to see how fast some things progress. You see walls come up that weren’t there last week. I find it fascinating that a new foundation and stage area can appear when it was just an empty space days before.”
“It is fun to watch the site grow and see our vision come to life.”
Melissa Blask
TDA Construction Administrator
Winter Exterior Progress in December 2023
Four Sections Will Become One
In December 2023, the retaining walls for the stadium work were underway, and the high school gymnasium roof trusses were set into place.
The Cuyahoga Falls 6-12 school is being constructed in four main sections or “buildings.”
“Building One” is the central education core.
“Building Two” is the high school gymnasium, auxiliary gym, and administrative wing.
“Building Three” is the lower middle school gymnasium, cafeteria, and lower dining area.
“Building Four” is the art wing hosting the performing arts center.
Eventually, all these sections are joined together to make up the entire new school.
Winter Interior Progress in December 2023
Always Moving Forward
As campus construction spreads in all directions, each new phase reveals simultaneous progress inside and out.
As of February 2024, the “Building One” installation of air handlers began while drywall went up on the third floor. The air conditioning system’s large central chiller was set.
The steel erection for “Building Two” was completed, and for “Building Three,” it has begun. The middle school gymnasium’s masonry bearing walls were completed, and the foundations for “Building Four” were started.
Interior Progress Comparison Between December 2023 and February 2024
“I just love building buildings,” Lyle said. “I’ve been blessed to have a career of almost 40 years. Being involved in architectural design and construction has been a joy.”
Lyle appreciates the long-standing partnerships shared on large projects such as the Cuyahoga Falls Campus. The team that includes TDA, Hammond Construction, and all the other trades on site has the community’s best interest in mind. Working together, they strive to build the school campus in the most efficient manner with the best quality the budget allows.
“It’s cool to watch adults walk through a new school you’ve spent years working on,” said Melissa, “but the way the kids’ faces light up just makes all that time and effort worthwhile.”
Cuyahoga Fall City School District looks forward to the completion of the new facility. Not only will the students have access to technology and a range of spaces that will enhance their educational experience, but the new campus will become the pride of the local community.
“I enjoy driving past a completed project and telling my family I had a hand in building that.”
Lyle Satterlee
TDA Construction Administrator
Get our newsletter with insights, events and tips.
Cuyahoga Falls 6-12 Campus Winter UpdateSubstantial progress has been made in the construction of the Cuyahoga Falls City School District’s new 6-12 campus since the groundbreaking ceremony in September 2022. The winter months proved to be very productive, with the project remaining on schedule and on budget.
Cuyahoga Falls 6-12 Campus Winter Update
The early site package for the Cuyahoga Falls City Schools District’s 6-12 campus was completed in June 2023, which moved the project into constructing the main buildings. That work included foundations, underground electrical, and plumbing.
The new campus will feature an auditorium, a black box theater, and an attached athletics stadium. The State of Ohio, through the Ohio Facilities Construction Commission (OFCC), is funding $33.6 million of the total $133 million cost. The state-of-the-art facility will provide students and faculty with updated technology, expanded academic spaces, and opportunities for collaboration in a secure, comfortable environment.
Construction Administrator Lyle Satterlee for ThenDesign Architecture commented, “It’s always good to hit a milestone date on schedule. We were very happy with the outcome.”
He continued, “It was exciting to see the project go vertical when the stair towers went up in the summer.” The steel erection began and continued around the central classroom core of the building. To the south, work started on the foundations for the performing arts center and art rooms.
“A tremendous amount of hard work has gone into this project.”
Lyle Satterlee
TDA Construction Administrator
Cuyahoga Falls 6-12 Campus Early Summer Progress:
Cuyahoga Falls Winter Construction Sees Significant Progress
The mild Ohio winter created better-than-expected conditions for the multi-year, 365,000 SF school development project led by Project Manager Scott Alleman of ThenDesign Architecture. Engineers and contractors with Hammond Construction continue on schedule through significant construction milestones.
A critical component of the Construction Management Team is having a project architect in place to ensure the integrity of the design is maintained during construction. TDA Project Architect Dan Clements has been active since the early phases of the project to assist in clarifying design intent and responding to the contractor’s information requests.
Aerial photography courtesy of Hammond Construction
Construction Thrives on Teamwork
“Hammond pushed hard to get the buildings buttoned up for the winter climate,” Lyle said. “Enclosures and temporary gas heaters were in place so they could complete interior construction during the winter phases.”
Cuyahoga Falls winter construction interior work included wall framing, masonry, plumbing, and mechanical and electrical rough-ins.
Fellow TDA Construction Administrator Melissa Blask acts as a liaison between the structural engineer and Hammond contractors. “It’s amazing to see how fast some things progress. You see walls come up that weren’t there last week. I find it fascinating that a new foundation and stage area can appear when it was just an empty space days before.”
“It is fun to watch the site grow and see our vision come to life.”
Melissa Blask
TDA Construction Administrator
Winter Exterior Progress in December 2023
Four Sections Will Become One
In December 2023, the retaining walls for the stadium work were underway, and the high school gymnasium roof trusses were set into place.
The Cuyahoga Falls 6-12 school is being constructed in four main sections or “buildings.”
“Building One” is the central education core.
“Building Two” is the high school gymnasium, auxiliary gym, and administrative wing.
“Building Three” is the lower middle school gymnasium, cafeteria, and lower dining area.
“Building Four” is the art wing hosting the performing arts center.
Eventually, all these sections are joined together to make up the entire new school.
Winter Interior Progress in December 2023
Always Moving Forward
As campus construction spreads in all directions, each new phase reveals simultaneous progress inside and out.
As of February 2024, the “Building One” installation of air handlers began while drywall went up on the third floor. The air conditioning system’s large central chiller was set.
The steel erection for “Building Two” was completed, and for “Building Three,” it has begun. The middle school gymnasium’s masonry bearing walls were completed, and the foundations for “Building Four” were started.
Interior Progress Comparison Between December 2023 and February 2024
“I just love building buildings,” Lyle said. “I’ve been blessed to have a career of almost 40 years. Being involved in architectural design and construction has been a joy.”
Lyle appreciates the long-standing partnerships shared on large projects such as the Cuyahoga Falls Campus. The team that includes TDA, Hammond Construction, and all the other trades on site has the community’s best interest in mind. Working together, they strive to build the school campus in the most efficient manner with the best quality the budget allows.
“It’s cool to watch adults walk through a new school you’ve spent years working on,” said Melissa, “but the way the kids’ faces light up just makes all that time and effort worthwhile.”
Cuyahoga Fall City School District looks forward to the completion of the new facility. Not only will the students have access to technology and a range of spaces that will enhance their educational experience, but the new campus will become the pride of the local community.
“I enjoy driving past a completed project and telling my family I had a hand in building that.”
Lyle Satterlee
TDA Construction Administrator
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The Campus of Wickliffe – Designed for Flexible LearningFrom the ground up, the Campus of Wickliffe was designed for flexible learning. The Wickliffe City School District focused on creating educational spaces that would serve the needs of students today and provide adaptability for generations to come.
The Campus of Wickliffe – Designed for Flexible Learning
As part of the “Catalyst for Change” initiative, the 204,000 SF Wickliffe PreK-12 Campus was designed to create flexible learning spaces for the Wickliffe City School District that would be capable of adapting to future educational needs. The district participated in the Expedited Local Partnership Program (ELPP) through the Ohio Facilities Construction Commission (OFCC), and this $60 million project replaces the aging elementary, middle, and high schools with a single PreK-12 building. In addition, the new facility hosts space for the Family Resource Center, a community center that offers free services to many in need.
The two-story school officially opened at the beginning of the 2023-2024 school year. More than 1,000 community members, state and local government officials, students, educators, and parents came to the Open House and Ribbon Cutting ceremony.
The Campus of Wickliffe was Designed for Flexible Learning
“If a student is ready to excel, our goal has been to ensure we provide them with that opportunity. That all exists under one roof now.”
Joseph Spiccia
Superintendent of Wickliffe City Schools
Wickliffe – A District Transforms
Built by Hammond Construction, the Wickliffe PK-12 Campus was designed by ThenDesign Architecture (TDA), with Claire Bank, AIA NCARB, serving as the project manager. She commented on the significance of the campus, “Wickliffe has some unique and powerful ideas for how their district can transform. We were able to design non-traditional spaces that provide more options for the students and educators.”
From the beginning of the design process, a fresh look at learning techniques was necessary. Wickliffe City School Superintendent Joseph Spiccia noted, “The educational program is being retooled to be in line with the flexibility of the future. This building allows us to be dynamic and to change with the needs of our students.”
The Campus of Wickliffe in Action
“A lot of thought was put into how every grade level is customized to the needs of that grade.”
Claire Bank, AIA, NCARMB
ThenDesign Architecture
The Community Tours The Wickliffe Campus
Open House attendees were excited to tour the spaces for the first time. Among those there were students who would begin attending the following week. 7th Grade Student Robert commented, “What’s so exciting is that it’s big, and all the classes are new and improved.” Seneca is an 11th-grade cheerleader, “It’s more of a chill place and cool to be in.”
The Wickliffe PK-12 Campus was designed to be forward-thinking, an educational facility designed for flexible learning. The district saw a rare opportunity to incorporate three schools and the Family Resource Center into one building. During the construction phase, they also brought significant change to their classroom educational model by training educators ahead of the building’s completion to facilitate the smoothest transition possible.
The Campus of Wickliffe Open House Event
“They were in three separate buildings. It’s a rare opportunity to get to rebuild an entire district all at once.”
Claire Bank, AIA, NCARB
ThenDesign Architecture
The re-imagination of education that has taken place at the Wickliffe PK-12 Campus is an example of what is possible with modernized facilities. The district can offer its students the latest technology and present unique educational programming that is only possible by having the entire district together under one roof. Flexible learning opportunities encourage students to diversify their talents and reach their full potential.
The Campus of Wickliffe Ribbon Cutting
“I think the new school will bring everyone together like one big family.”
Jules
11th Grade Student
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The Campus of Wickliffe – Designed for Flexible LearningFrom the ground up, the Campus of Wickliffe was designed for flexible learning. The Wickliffe City School District focused on creating educational spaces that would serve the needs of students today and provide adaptability for generations to come.
The Campus of Wickliffe – Designed for Flexible Learning
As part of the “Catalyst for Change” initiative, the 204,000 SF Wickliffe PreK-12 Campus was designed to create flexible learning spaces for the Wickliffe City School District that would be capable of adapting to future educational needs. The district participated in the Expedited Local Partnership Program (ELPP) through the Ohio Facilities Construction Commission (OFCC), and this $60 million project replaces the aging elementary, middle, and high schools with a single PreK-12 building. In addition, the new facility hosts space for the Family Resource Center, a community center that offers free services to many in need.
The two-story school officially opened at the beginning of the 2023-2024 school year. More than 1,000 community members, state and local government officials, students, educators, and parents came to the Open House and Ribbon Cutting ceremony.
The Campus of Wickliffe was Designed for Flexible Learning
“If a student is ready to excel, our goal has been to ensure we provide them with that opportunity. That all exists under one roof now.”
Joseph Spiccia
Superintendent of Wickliffe City Schools
Wickliffe – A District Transforms
Built by Hammond Construction, the Wickliffe PK-12 Campus was designed by ThenDesign Architecture (TDA), with Claire Bank, AIA NCARB, serving as the project manager. She commented on the significance of the campus, “Wickliffe has some unique and powerful ideas for how their district can transform. We were able to design non-traditional spaces that provide more options for the students and educators.”
From the beginning of the design process, a fresh look at learning techniques was necessary. Wickliffe City School Superintendent Joseph Spiccia noted, “The educational program is being retooled to be in line with the flexibility of the future. This building allows us to be dynamic and to change with the needs of our students.”
The Campus of Wickliffe in Action
“A lot of thought was put into how every grade level is customized to the needs of that grade.”
Claire Bank, AIA, NCARMB
ThenDesign Architecture
The Community Tours The Wickliffe Campus
Open House attendees were excited to tour the spaces for the first time. Among those there were students who would begin attending the following week. 7th Grade Student Robert commented, “What’s so exciting is that it’s big, and all the classes are new and improved.” Seneca is an 11th-grade cheerleader, “It’s more of a chill place and cool to be in.”
The Wickliffe PK-12 Campus was designed to be forward-thinking, an educational facility designed for flexible learning. The district saw a rare opportunity to incorporate three schools and the Family Resource Center into one building. During the construction phase, they also brought significant change to their classroom educational model by training educators ahead of the building’s completion to facilitate the smoothest transition possible.
The Campus of Wickliffe Open House Event
“They were in three separate buildings. It’s a rare opportunity to get to rebuild an entire district all at once.”
Claire Bank, AIA, NCARB
ThenDesign Architecture
The re-imagination of education that has taken place at the Wickliffe PK-12 Campus is an example of what is possible with modernized facilities. The district can offer its students the latest technology and present unique educational programming that is only possible by having the entire district together under one roof. Flexible learning opportunities encourage students to diversify their talents and reach their full potential.
The Campus of Wickliffe Ribbon Cutting
“I think the new school will bring everyone together like one big family.”
Jules
11th Grade Student
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Perry LSD’s Southway Elementary AnimationCreated by ThenDesign Architecture artists, the Southway Elementary animation provided the Perry Local School District with a sneak peek of what the new school will look like once it is completed. Two elementary school students gave their impressions of the rendering and shared their initial reactions to the modernized spaces.
Perry Local School District’s Southway Elementary Animation
As part of the design development process for the Perry Local School District, ThenDesign Architecture created a fly-through animation of what the completed Southway Elementary School will look like.
Representing their peers, Perry students, fifth-grader Veda and sixth-grader Jordan were shown the virtual walkthrough video to get their initial reactions and share their thoughts on the new school.
“It’s very open. Everyone can find the entrance very easily.”
Jordan
6th Grade Student
Perry Local School District’s Southway Elementary Animation
Three Elementary Schools in Progress
The Perry Community approved a bond levy in early 2020 to secure funds to update its educational facilities. This successful bond passage, which raised $85 million from the community, was a crucial step in the district’s facility projects. It allowed the district to secure additional funds from the state through the Ohio Facilities Construction Commission (OFCC), which agreed to provide another $80 million towards the project.
With three elementary schools currently under construction, PJ Lohr, Watson, and Southway, the district has been providing regular updates to keep the community informed of the progress.
Understanding the benefits these new schools will bring to the district will maintain the project’s momentum, which is necessary to provide students with the best educational environment possible.
Southway Elementary Animation Frames
“I like all the colors and how the tables are different shapes and connect together.”
Veda
5th Grade Student
Get our newsletter with insights, events and tips.
Perry LSD’s Southway Elementary AnimationCreated by ThenDesign Architecture artists, the Southway Elementary animation provided the Perry Local School District with a sneak peek of what the new school will look like once it is completed. Two elementary school students gave their impressions of the rendering and shared their initial reactions to the modernized spaces.
Perry Local School District’s Southway Elementary Animation
As part of the design development process for the Perry Local School District, ThenDesign Architecture created a fly-through animation of what the completed Southway Elementary School will look like.
Representing their peers, Perry students, fifth-grader Veda and sixth-grader Jordan were shown the virtual walkthrough video to get their initial reactions and share their thoughts on the new school.
“It’s very open. Everyone can find the entrance very easily.”
Jordan
6th Grade Student
Perry Local School District’s Southway Elementary Animation
Three Elementary Schools in Progress
The Perry Community approved a bond levy in early 2020 to secure funds to update its educational facilities. This successful bond passage, which raised $85 million from the community, was a crucial step in the district’s facility projects. It allowed the district to secure additional funds from the state through the Ohio Facilities Construction Commission (OFCC), which agreed to provide another $80 million towards the project.
With three elementary schools currently under construction, PJ Lohr, Watson, and Southway, the district has been providing regular updates to keep the community informed of the progress.
Understanding the benefits these new schools will bring to the district will maintain the project’s momentum, which is necessary to provide students with the best educational environment possible.
Southway Elementary Animation Frames
“I like all the colors and how the tables are different shapes and connect together.”
Veda
5th Grade Student
Get our newsletter with insights, events and tips.
Educational Visioning for Brunswick City Schools New High SchoolOn September 20th, students, parents, community members, faith leaders, city officials, and district staff attended an Educational Visioning Session hosted by ThenDesign Architecture at Brunswick High School. This 4-hour session focused on collaboration and brainstorming designs for the district’s new high school.
Brunswick City Schools – Educational Visioning for their New High School
On September 20th, students, parents, community members, faith leaders, city officials, and district staff attended an Educational Visioning Session hosted by ThenDesign Architecture at Brunswick High School. This 4-hour session focused on collaboration and brainstorming designs for the district’s new high school. Ideas were discussed for how it can improve every student’s educational experience.
Superintendent Jason Niedermeyer commented: “Today we came together to talk about our vision for Brunswick students, what it looks like from a 21st-century learning perspective, and how we can create a flexible learning environment for our kids. This involves taking what we currently do and transforming it for the betterment of our students.”
With over 80 in attendance, everyone had a say in the design activities. The new, 301,740 sf, 9-12 high school includes an auditorium and replaces the existing school. It will provide a modern educational environment better positioned to accommodate personalized student needs and foster learning and collaboration.
A current high school senior who attended, Michael Romano, was optimistic about the plans. “Today, we’re having a community meeting with different members of our city and community to get ideas of what different groups want for this new high school that will be built. We shared our inputs and came together for the best solution for everyone.”
In small groups, teams worked to develop a vision for the high school, prioritize goals, analyze learning environments, and explore options for space planning.
“Today we came together to talk about our vision for Brunswick students … and how we can create a flexible learning environment for our kids. This involves taking what we currently do and transforming it for the betterment of our students.”
Jason Niedermeyer
Superintendent of Brunswick City Schools
Educational Visioning – Brainstorming for the New School
The session was divided into activities that presented opportunities for attendees to provide input on the project. Since it is early in the design process, architects use this broad feedback to study the similarities between groups of community members and district staff and establish common goals.
The three major activities conducted were:
Where Are We Now? – Learning about the project and examining case studies for different high school configurations.
Understanding Our Learning Environment – Group work that defined the priorities for the project, and categorized what spaces best supported their priorities through the lens of the “Journey of a Blue Devil.”
Putting it all Together – Based on the information developed in the session, groups laid out their solutions for the new school.
These activities are geared towards gathering input that designers will use for the early design phases.
Brunswick CSD Visioning Session
“The new building is going to be a cornerstone for our entire community.”
Kim Goessler
Board of Education Member
Where are we now?
“To know where we are headed as a district, it is important to understand where we are now,” commented High School Principal Keith Merrill. He provided an overview of challenges at the current high school. “We want you to work collaboratively, think critically, and problem solve to come up with learning opportunities that overcome the challenges of our current space and come up with solutions for what students need to be successful.”
A few of the biggest challenges he referenced were:
The overall school length. The existing building is 1/4 mile long and is challenging for students to travel through, often resulting in tardiness due to distance.
The outdated heating and cooling systems do not regulate temperatures in many classrooms.
Science Labs that don’t have adequate space for equipment, outlets for technology, and life skills rooms that don’t support modern programming.
Different-sized classrooms with dark environments, no exterior windows, and columns or structural objects that obscure views in some rooms.
“We can all remember those “special spaces,” from our high school experience, and this new school will contain more “special spaces” for all our students in a few short years,” reiterated Mr. Merrill. “Today, part of this design process is figuring out what those can be.”
Educational Visioning with Brunswick City Schools:
School planning is firmly rooted in the academic and curricular goals of each school district. Spaces should reflect how the district teaches students now but allow for flexibility to adapt in the future.
ThenDesign Architecture Project Manager Scott Alleman commented, “We gauge where the district is with their educational goals and see how the building layout can accommodate those. It is very important for us.”
Scott highlighted two recent case studies for how a more “Traditional Learning Environment” and “Student-Centered Learning Environment” building layouts work and how they can be potentially blended for the Brunswick City School District.
Future activities sometimes highlight priorities from the community. “During the last activity, we see how people lay out adjacencies, and those are things we sometimes haven’t even thought about yet and wouldn’t unless we heard it from them.”
Case Study Schools – Fremont Ross 9-12 High School and Cuyahoga Falls 6-12 School
“I’m excited because I’m going to go to the new school. My friends should be excited because they’re going to go to the school one day, and they’re going to think it’s super awesome.”
Avery
Brunswick Middle School 6th Grade Student
Understanding Our Learning Environment
Superintendent Niedermeyer added perspective to the decisions the group was making. “Think about ‘What is our vision for our students,’ what does that look like from a 21st-century learning perspective and deeper learning for our students?”
Designing a school shouldn’t just accommodate current activities but how education can change in the future. He continues, “How can we create flexible learning environments for our kids as we move forward? How can we take what we currently do and transform that for future generations of students?
Using both digital and written materials, community members were able to prioritize their wishes for components of the new high school.
The top three priorities for this group included:
Student-Centered Learning Environments
Technology
Collaborative Space
Each individual recorded their thoughts on the major components of the building, which will be examined and incorporated as the design progresses.
Each group also worked together to decide what type of learning environment best supported the goals of the School District as defined in the “Journey of a Blue Devil”.
Group preferences on priorities for the new high school
Putting it all Together
The final activity tasked groups with laying out their preferred site plan for the new school. Incorporating the necessary square footage for different interior academic and support spaces, as well as parking and athletics, the groups grappled with site entry, access, and traffic flow of the building. They then reported their decisions to the whole group, answered questions, and provided insight into the major discussion points.
Common themes developed across the groups included:
Music spaces and the Performing Arts Center were grouped together
6 groups used departmental organization. 4 groups used grade-level organization
Groups often paired Math and Science together, with Language Arts and Social Studies paired together
Inclusion of parking by baseball fields, away from Center Road.
The gymnasium, music spaces, and auditorium were often paired together or adjacent to each other
These were often on the north side of the plan toward outdoor athletics.
The media center was often placed adjacent to academic core spaces
Classrooms and academic programs were usually on the south side of the plan, towards Center Road.
The administration spaces were usually centralized in the plan instead of spread throughout the building.
Baseball fields were often grouped together in a clover pattern.
Group developed site plans (Tables 1-10)
“You [community members and staff] are essential members of this process, helping us to design what will be the future home of our kids and our community.”
Keith Merrill
Brunswick High School Principal
Next Steps
With Educational Visioning complete, the design team is compiling a summary of the day’s activities and outcome report to be viewed by the community. The outcomes of these activities help inform the new school’s design.
In four hours, over 80 members of the Brunswick community came together to brainstorm and express their ideas for the new school. Capturing a variety of perspectives from attendees allows designers to incorporate changes that can benefit students for years to come.
Board of Education Member Kim Goessler was encouraged by what the new high school could mean for the district. “I think this will be a great opportunity for our students to have access to 21st-century learning capabilities…and provide an opportunity to use new technologies and collaborate together. The new building is going to be a cornerstone for our entire community.”
This fall, architects are working through the schematic design phase. During this phase, initial plans are developed, which will be used for initial cost estimation. Currently, the design team is engaging with district staff to better understand their individual needs for inclusion in the new plans.
View the report below from the Educational Visioning Session to see the group’s findings that day.
Educational Visioning for Brunswick City Schools New High SchoolOn September 20th, students, parents, community members, faith leaders, city officials, and district staff attended an Educational Visioning Session hosted by ThenDesign Architecture at Brunswick High School. This 4-hour session focused on collaboration and brainstorming designs for the district’s new high school.
Brunswick City Schools – Educational Visioning for their New High School
On September 20th, students, parents, community members, faith leaders, city officials, and district staff attended an Educational Visioning Session hosted by ThenDesign Architecture at Brunswick High School. This 4-hour session focused on collaboration and brainstorming designs for the district’s new high school. Ideas were discussed for how it can improve every student’s educational experience.
Superintendent Jason Niedermeyer commented: “Today we came together to talk about our vision for Brunswick students, what it looks like from a 21st-century learning perspective, and how we can create a flexible learning environment for our kids. This involves taking what we currently do and transforming it for the betterment of our students.”
With over 80 in attendance, everyone had a say in the design activities. The new, 301,740 sf, 9-12 high school includes an auditorium and replaces the existing school. It will provide a modern educational environment better positioned to accommodate personalized student needs and foster learning and collaboration.
A current high school senior who attended, Michael Romano, was optimistic about the plans. “Today, we’re having a community meeting with different members of our city and community to get ideas of what different groups want for this new high school that will be built. We shared our inputs and came together for the best solution for everyone.”
In small groups, teams worked to develop a vision for the high school, prioritize goals, analyze learning environments, and explore options for space planning.
“Today we came together to talk about our vision for Brunswick students … and how we can create a flexible learning environment for our kids. This involves taking what we currently do and transforming it for the betterment of our students.”
Jason Niedermeyer
Superintendent of Brunswick City Schools
Educational Visioning – Brainstorming for the New School
The session was divided into activities that presented opportunities for attendees to provide input on the project. Since it is early in the design process, architects use this broad feedback to study the similarities between groups of community members and district staff and establish common goals.
The three major activities conducted were:
Where Are We Now? – Learning about the project and examining case studies for different high school configurations.
Understanding Our Learning Environment – Group work that defined the priorities for the project, and categorized what spaces best supported their priorities through the lens of the “Journey of a Blue Devil.”
Putting it all Together – Based on the information developed in the session, groups laid out their solutions for the new school.
These activities are geared towards gathering input that designers will use for the early design phases.
Brunswick CSD Visioning Session
“The new building is going to be a cornerstone for our entire community.”
Kim Goessler
Board of Education Member
Where are we now?
“To know where we are headed as a district, it is important to understand where we are now,” commented High School Principal Keith Merrill. He provided an overview of challenges at the current high school. “We want you to work collaboratively, think critically, and problem solve to come up with learning opportunities that overcome the challenges of our current space and come up with solutions for what students need to be successful.”
A few of the biggest challenges he referenced were:
The overall school length. The existing building is 1/4 mile long and is challenging for students to travel through, often resulting in tardiness due to distance.
The outdated heating and cooling systems do not regulate temperatures in many classrooms.
Science Labs that don’t have adequate space for equipment, outlets for technology, and life skills rooms that don’t support modern programming.
Different-sized classrooms with dark environments, no exterior windows, and columns or structural objects that obscure views in some rooms.
“We can all remember those “special spaces,” from our high school experience, and this new school will contain more “special spaces” for all our students in a few short years,” reiterated Mr. Merrill. “Today, part of this design process is figuring out what those can be.”
Educational Visioning with Brunswick City Schools:
School planning is firmly rooted in the academic and curricular goals of each school district. Spaces should reflect how the district teaches students now but allow for flexibility to adapt in the future.
ThenDesign Architecture Project Manager Scott Alleman commented, “We gauge where the district is with their educational goals and see how the building layout can accommodate those. It is very important for us.”
Scott highlighted two recent case studies for how a more “Traditional Learning Environment” and “Student-Centered Learning Environment” building layouts work and how they can be potentially blended for the Brunswick City School District.
Future activities sometimes highlight priorities from the community. “During the last activity, we see how people lay out adjacencies, and those are things we sometimes haven’t even thought about yet and wouldn’t unless we heard it from them.”
Case Study Schools – Fremont Ross 9-12 High School and Cuyahoga Falls 6-12 School
“I’m excited because I’m going to go to the new school. My friends should be excited because they’re going to go to the school one day, and they’re going to think it’s super awesome.”
Avery
Brunswick Middle School 6th Grade Student
Understanding Our Learning Environment
Superintendent Niedermeyer added perspective to the decisions the group was making. “Think about ‘What is our vision for our students,’ what does that look like from a 21st-century learning perspective and deeper learning for our students?”
Designing a school shouldn’t just accommodate current activities but how education can change in the future. He continues, “How can we create flexible learning environments for our kids as we move forward? How can we take what we currently do and transform that for future generations of students?
Using both digital and written materials, community members were able to prioritize their wishes for components of the new high school.
The top three priorities for this group included:
Student-Centered Learning Environments
Technology
Collaborative Space
Each individual recorded their thoughts on the major components of the building, which will be examined and incorporated as the design progresses.
Each group also worked together to decide what type of learning environment best supported the goals of the School District as defined in the “Journey of a Blue Devil”.
Group preferences on priorities for the new high school
Putting it all Together
The final activity tasked groups with laying out their preferred site plan for the new school. Incorporating the necessary square footage for different interior academic and support spaces, as well as parking and athletics, the groups grappled with site entry, access, and traffic flow of the building. They then reported their decisions to the whole group, answered questions, and provided insight into the major discussion points.
Common themes developed across the groups included:
Music spaces and the Performing Arts Center were grouped together
6 groups used departmental organization. 4 groups used grade-level organization
Groups often paired Math and Science together, with Language Arts and Social Studies paired together
Inclusion of parking by baseball fields, away from Center Road.
The gymnasium, music spaces, and auditorium were often paired together or adjacent to each other
These were often on the north side of the plan toward outdoor athletics.
The media center was often placed adjacent to academic core spaces
Classrooms and academic programs were usually on the south side of the plan, towards Center Road.
The administration spaces were usually centralized in the plan instead of spread throughout the building.
Baseball fields were often grouped together in a clover pattern.
Group developed site plans (Tables 1-10)
“You [community members and staff] are essential members of this process, helping us to design what will be the future home of our kids and our community.”
Keith Merrill
Brunswick High School Principal
Next Steps
With Educational Visioning complete, the design team is compiling a summary of the day’s activities and outcome report to be viewed by the community. The outcomes of these activities help inform the new school’s design.
In four hours, over 80 members of the Brunswick community came together to brainstorm and express their ideas for the new school. Capturing a variety of perspectives from attendees allows designers to incorporate changes that can benefit students for years to come.
Board of Education Member Kim Goessler was encouraged by what the new high school could mean for the district. “I think this will be a great opportunity for our students to have access to 21st-century learning capabilities…and provide an opportunity to use new technologies and collaborate together. The new building is going to be a cornerstone for our entire community.”
This fall, architects are working through the schematic design phase. During this phase, initial plans are developed, which will be used for initial cost estimation. Currently, the design team is engaging with district staff to better understand their individual needs for inclusion in the new plans.
View the report below from the Educational Visioning Session to see the group’s findings that day.
Wickliffe PK-12 Campus Ribbon CuttingOver 700 attendees came to Wickliffe, Ohio, to celebrate the new PK-12 Campus grand opening, open house, and ribbon cutting ceremony. After the formal event, parents, students, and community members were invited to tour the school to witness the next generation of educational design.
Wickliffe PK-12 Campus Ribbon Cutting
On August 26, 2023, community members, distinguished guests, educators, and students gathered in Wickliffe, Ohio, to celebrate the grand opening of the Wickliffe PreK-12 Campus. Nearly seven hundred attendees were in the Student Commons for the ribbon cutting ceremony.
This two-story, 204,000 SF building incorporates spaces to greatly expand opportunities for the curriculum, provide students with better collaborative spaces, flexible classrooms, and athletic areas, and include a new performing arts center that seats 500. The $60 million project replaces the aging elementary, middle, and high schools with a single PreK-12 school. In addition, the new facility allows expansion of the Family Resource Center, a community center that offers free services to many who are in need.
Watch the Wickliffe PK-12 Campus Ribbon Cutting Highlights
“This is not the work simply of the school staff or administration, but the work of an entire community. This is your work.”
Joseph Spiccia
Superintendent of Wickliffe City Schools
Welcome Community Members and Distinguished Guests
“We are excited to see the extraordinary educational opportunities that will be afforded to our students now and into the future.”
Carl Marine
President of the Board of Education
Two Surprise Awards Announced
As an unexpected treat, Ohio School Boards Association (OSBA) Executive Committee Member Sally Green revealed that two momentous achievements were being presented. Joseph Spiccia was selected as the 2023 Northeast Region Superintendent of the Year.
Then, they designated Don Marn, a school board member, as the “2023 All-Ohioan.” This designation is the most prestigious award possible and made possible due to his 30-year service on the Wickliffe City Schools board of education.
An Event to Remember
“The administrative team wants to express our appreciation to the community for your continuous support and dedication to our students.”
Lori Rodman
Head of Schools
The Wickliffe PK-12 Campus was designed by ThenDesign Architecture (TDA), the project being led by Claire Bank, RA. Hammond Construction was the Construction Manager at Risk.
After the ribbon cutting ceremony, parents and students toured the facility to get a hands-on preview of the modernized spaces intentionally created to enhance student learning by optimizing efficiency and comfort for students and teachers. The Wickliffe PK-12 Campus is a shining example of the next generation of educational design.
“Today is particularly exciting because they used to be in three separate buildings. It’s a rare opportunity to rebuild an entire district and place them under one roof.”
Claire Bank, RA
ThenDesign Architecture
Making A Dream Reality
Construction of the project officially began on May 6, 2021, with a Groundbreaking Ceremony.
https://youtu.be/dgv3e0Gqo_Q
Active participation from community members and stakeholders was vital to the design process. One of the more unique events was the Playground Engagement, where students gave valuable input on the layout of their own playgrounds.
https://youtu.be/Ue1fPo1-EYg
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Wickliffe PK-12 Campus Ribbon CuttingOver 700 attendees came to Wickliffe, Ohio, to celebrate the new PK-12 Campus grand opening, open house, and ribbon cutting ceremony. After the formal event, parents, students, and community members were invited to tour the school to witness the next generation of educational design.
Wickliffe PK-12 Campus Ribbon Cutting
On August 26, 2023, community members, distinguished guests, educators, and students gathered in Wickliffe, Ohio, to celebrate the grand opening of the Wickliffe PreK-12 Campus. Nearly seven hundred attendees were in the Student Commons for the ribbon cutting ceremony.
This two-story, 204,000 SF building incorporates spaces to greatly expand opportunities for the curriculum, provide students with better collaborative spaces, flexible classrooms, and athletic areas, and include a new performing arts center that seats 500. The $60 million project replaces the aging elementary, middle, and high schools with a single PreK-12 school. In addition, the new facility allows expansion of the Family Resource Center, a community center that offers free services to many who are in need.
Watch the Wickliffe PK-12 Campus Ribbon Cutting Highlights
“This is not the work simply of the school staff or administration, but the work of an entire community. This is your work.”
Joseph Spiccia
Superintendent of Wickliffe City Schools
Welcome Community Members and Distinguished Guests
“We are excited to see the extraordinary educational opportunities that will be afforded to our students now and into the future.”
Carl Marine
President of the Board of Education
Two Surprise Awards Announced
As an unexpected treat, Ohio School Boards Association (OSBA) Executive Committee Member Sally Green revealed that two momentous achievements were being presented. Joseph Spiccia was selected as the 2023 Northeast Region Superintendent of the Year.
Then, they designated Don Marn, a school board member, as the “2023 All-Ohioan.” This designation is the most prestigious award possible and made possible due to his 30-year service on the Wickliffe City Schools board of education.
An Event to Remember
“The administrative team wants to express our appreciation to the community for your continuous support and dedication to our students.”
Lori Rodman
Head of Schools
The Wickliffe PK-12 Campus was designed by ThenDesign Architecture (TDA), the project being led by Claire Bank, RA. Hammond Construction was the Construction Manager at Risk.
After the ribbon cutting ceremony, parents and students toured the facility to get a hands-on preview of the modernized spaces intentionally created to enhance student learning by optimizing efficiency and comfort for students and teachers. The Wickliffe PK-12 Campus is a shining example of the next generation of educational design.
“Today is particularly exciting because they used to be in three separate buildings. It’s a rare opportunity to rebuild an entire district and place them under one roof.”
Claire Bank, RA
ThenDesign Architecture
Making A Dream Reality
Construction of the project officially began on May 6, 2021, with a Groundbreaking Ceremony.
https://youtu.be/dgv3e0Gqo_Q
Active participation from community members and stakeholders was vital to the design process. One of the more unique events was the Playground Engagement, where students gave valuable input on the layout of their own playgrounds.
https://youtu.be/Ue1fPo1-EYg
Get our newsletter with insights, events and tips.
Fairport Harbor EVSD Campus WalkthroughAs part of the architectural design process, an animated walkthrough for Fairport Harbor’s new school interior was presented to two high school juniors, Charlie and Hannah. They were the first in the district to see the design renderings and provided their impressions.
Fairport Harbor EVSD Campus Walkthrough
As part of the architectural design process, an animated walkthrough for Fairport Harbor’s new school interior was presented at the August School Board Meeting. The virtual walkthrough included commentary from two high school juniors, Charlie and Hannah.
The new Fairport Harbor Exempted School District’s PreK-12 Campus 116,000 SF building replaces the existing Harding High School, McKinley Elementary and attached Fairport Harbor Public Library. This new modern educational and library environment will be enjoyed by the community and future generations of Fairport Harbor students.
Fairport Harbor EVSD Campus Walkthrough Video Animation
“This new facility will give this community a sense of pride for the next century, just like the previous school gave the community a sense of pride for the last century. It will provide all students with the opportunity to thrive in a 21st century learning environment, be proud of their accomplishments, and their future.”
William Billington
Superintendent of Fairport Harbor EVSD
A Virtual Tour
The students were the first in the district to see the design renderings and were recorded by ThenDesign Architecture (TDA) staff to provide their impressions and creative ideas on how to use the modernized spaces. Both were excited for future students who will occupy the new campus.
The video highlighted areas that included the main entrance, the public library and media center, the two gymnasiums, various ELA classrooms, a courtyard, and the two-level student dining and performance space.
Charlie hoped future students would utilize the expanded public library and media center to host more local community events. Upon seeing the courtyard, Hannah thought it would be an ideal location for dances or provide opportunities for a school garden club.
The presentation to the school board on August 22 was the public unveiling of the renderings. These concepts will continue to be developed as design phases continue. The PreK-12 Campus opens for the 2025-2026 school year.
Fairport Harbor EVSD High School Juniors Charlie and Hannah
Fairport Harbor EVSD Celebrates the Groundbreaking for Their New School
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Fairport Harbor EVSD Campus WalkthroughAs part of the architectural design process, an animated walkthrough for Fairport Harbor’s new school interior was presented to two high school juniors, Charlie and Hannah. They were the first in the district to see the design renderings and provided their impressions.
Fairport Harbor EVSD Campus Walkthrough
As part of the architectural design process, an animated walkthrough for Fairport Harbor’s new school interior was presented at the August School Board Meeting. The virtual walkthrough included commentary from two high school juniors, Charlie and Hannah.
The new Fairport Harbor Exempted School District’s PreK-12 Campus 116,000 SF building replaces the existing Harding High School, McKinley Elementary and attached Fairport Harbor Public Library. This new modern educational and library environment will be enjoyed by the community and future generations of Fairport Harbor students.
Fairport Harbor EVSD Campus Walkthrough Video Animation
“This new facility will give this community a sense of pride for the next century, just like the previous school gave the community a sense of pride for the last century. It will provide all students with the opportunity to thrive in a 21st century learning environment, be proud of their accomplishments, and their future.”
William Billington
Superintendent of Fairport Harbor EVSD
A Virtual Tour
The students were the first in the district to see the design renderings and were recorded by ThenDesign Architecture (TDA) staff to provide their impressions and creative ideas on how to use the modernized spaces. Both were excited for future students who will occupy the new campus.
The video highlighted areas that included the main entrance, the public library and media center, the two gymnasiums, various ELA classrooms, a courtyard, and the two-level student dining and performance space.
Charlie hoped future students would utilize the expanded public library and media center to host more local community events. Upon seeing the courtyard, Hannah thought it would be an ideal location for dances or provide opportunities for a school garden club.
The presentation to the school board on August 22 was the public unveiling of the renderings. These concepts will continue to be developed as design phases continue. The PreK-12 Campus opens for the 2025-2026 school year.
Fairport Harbor EVSD High School Juniors Charlie and Hannah
Fairport Harbor EVSD Celebrates the Groundbreaking for Their New School
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Willoughby South High School at Union Village: 4 Entities Under 1 Roof South High School in Willoughby, Ohio, also known as Union Village, incorporates four separate entities into a single building. Jeff Henderson of ThenDesign Architecture (TDA) explains the challenges of creating a structure to host different organizations under one roof, sharing common spaces, yet having each retain their identity.
Willoughby South High School at Union Village: 4 Entities Under 1 Roof
The updated 198,100 SF facility serves 1,700 students (1,200 in grades 9-12 and 500 in grades 6-8), local senior citizens, the community, and YMCA members. Merging these entities into a shared structure maximized the efficient use of space and budget due to three different organizations sharing amenities, a field house that includes gymnasium space, an elevated track, and pool facilities.
Willoughby South High School at Union Village
“This was one of the more complicated projects I have ever worked on. But it was fun.”
Jeff Henderson, RA
ThenDesign Architecture
A Vision of Physical Collaboration
ThenDesign Architecture (TDA) Project Manager Jeff Henderson explained the challenges of planning and constructing such a complex project.
“The Willoughby-Eastlake City School District knew they wanted to update the middle school and high school, while at the same time, the YMCA and Senior Center were making the same types of plans. Since the high school had been next to the YMCA for about 40 years, [Former] Superintendent Steve Thompson had the idea to approach the YMCA to see if they were interested in collaborating on a new building. He suggested they should work together and share the same spaces rather than duplicate facilities.”
The concept of collaboration with physical space built momentum with the David E. Anderson Senior Center joining the partnership. Jeff recalled, “Once they all agreed to work together, they came to us and said, ‘This is what we want to do.’ And we thought, ‘Okay, how are we going to do this?’ It was a great idea, but it certainly would have its challenges.”
“The process demanded honest and ongoing communications with the ability to compromise to reach the best solutions.”
Robert Fiala, AIA, NCARB, APA
Mayor of Willoughby
Identifying Mutual Challenges
Three separate collaborators having different sources of funding needed to be timed together. A bond issue funded the construction project for the Willoughby-Eastlake City School District. The YMCA relied on membership fees and donations. The Senior Center was funded through membership fees and the city of Willoughby.
After the three parties came together and agreed on which areas of the interconnected building they would operate, their needs were relayed to the architecture team.
“Each wanted their own parking lot, entry, and face of the building so that visitors could clearly identify where they were going. That’s very reasonable,” Jeff said, “but the interesting challenge was having three organizations with separate identities in the same complex and still having a sense of unity. It was a creative problem we were excited to solve.
“On top of that, some had strict design standards we had to adhere to. The YMCA is a national brand and had to feel like all the others. Willoughby South High School had a sister campus on the north side, and they needed to feel related. Balancing those stipulations to make everyone happy took a lot of time and many discussions.”
Union Village Building Layout Renderings
“The biggest lesson: You can’t have too many meetings with your client.”
Jeff Henderson, RA
ThenDesign Architecture
Sharing the Field House
The biggest functional space of Union Village is the Field House, located in the center of the structure. This shared space connects the high school, the YMCA, and the Senior Center. It contains four full basketball courts and an elevated track.
Sharing a common area required that each party had direct access to the facilities, which meant they were physically connected to the Field House. “Some problems cannot be solved strictly by architecture,” Jeff pointed out. “Each participant had to take on some responsibility for administration because you can only do so much with design. You didn’t want a high school student accidentally wandering into the Senior Center. The seniors needed to reach the pool but not the other areas of the YMCA. So, there were a lot of conversations about security and safety. It was up to the three different parties to manage that.”
Union Village Field House, YMCA, and Senior Center
A Renovation, Not a Re-creation
“The high school was a renovation, not an entirely new build,” Jeff commented. “We incorporated some additions to the structure based on the needs of the district but also to give us the room to fully incorporate the principles of student-centered learning into the existing space. The forward-thinking design included collaborative areas and open classrooms, which could be done without tearing all the buildings down and starting over.”
Developed in parallel with its sister school Willoughby North, South High School at Union Village is a 21st-century learning facility that exemplifies the district’s goals of modernizing its curriculum and provides flexible spaces to support student-centered learning.
The two high schools were designed in tandem, with both teams meeting regularly as designs progressed. The Willoughby-Eastlake School District planned to spread the athletic and arts spaces across their high schools. South High School received expanded athletic facilities, while North High School enjoyed a large performing arts and music space. Students can choose which high school they want to attend based on personal interests.
“Due to where the football field was and where the Field House needed to be, we found that the best place to put the new high school was at the back of the old one,” Jeff continued, “but then we have the front door at the back of a building. We had to figure out a way to signal, ‘Hey, I’m back here.’ The answer was found with curves.
“Educational design is no longer about a series of industrial rectangles. The school has curved hallways, curved walls, and other curved spaces. This smooth flow encourages motion. So, for the exterior, we generated geometries that would lead people by peeking around curves that would guide them to the high school entrance. They needed to know, ‘I’m in the right place,’ and we accomplished that.”
Willoughby South High School at Union Village
Bricks Become the Mortar
Jeff explained the unification problem, “The YMCA felt more high-tech with metal siding. The Senior Center wanted to feel comfortable, like a home. Then, you had an education design for the high school. The way to maintain their identities, but still communicate they’re linked together was by using materials.”
Jeff noted that a common, unifying element across the building exterior was the use of bricks. “They shared a roof, but by adding the same brick layout along the base of the Senior Center, YMCA, and high school, we created a material commonality that pulled the different spaces together. Each organization was not only physically joined, but now visually joined.”
Robert Fiala, the founding partner of ThenDesign Architecture and current Mayor of Willoughby, Ohio, was heavily involved in the planning process. He reflected on the intangible benefits of such a facility, “Beyond the unusual collaboration of a public school district, a faith-based non-profit, and the city, the Union Village project offered a unique cross-generational opportunity. Adjacent to a daycare center and both schools, it became a place where seniors, students, and children could interact with each other. The kids benefit from the wisdom and experience of the seniors, and the seniors have companionship and a chance to share their lifelong stories.”
“Three very different entities with different goals, different types of funding, and different aesthetic requirements coming together in the same space doesn’t happen every day. But we did it.”
Jeff Henderson, RA
ThenDesign Architecture
A New Name for a New Era
To honor the previous occupant of the space, Union High School, and acknowledge that three different organizations came together to create what is akin to being a village, the building was given the new name “Union Village.”
The Union Village Ribbon Cutting Ceremony took place on August 10, 2019. The project was completed a month later.
Jeff noted how rewarding it was to participate in such an undertaking. “Considering the complexities involved, I think we were successful. We achieved all the goals our clients had and that we had. It was neat to watch people using the spaces as we intended.”
Robert noted that the measure of accomplishment is how visitors receive it. “Our joint-use project has been applauded by many,” he said. “Other cities and school districts visit the building, talk with our administrators, and see function and that the collaborations succeeded.”
Union Village continues to provide services for thousands in the Willoughby area each year.
“We hope it will be viewed as an example of how collaboration can save money, enhance programming, and provide a significant community benefit.”
Robert Fiala, AIA, NCARB, APA
Mayor of Willoughby
Union Village Groundbreaking Ceremony
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Willoughby South High School at Union Village: 4 Entities Under 1 Roof South High School in Willoughby, Ohio, also known as Union Village, incorporates four separate entities into a single building. Jeff Henderson of ThenDesign Architecture (TDA) explains the challenges of creating a structure to host different organizations under one roof, sharing common spaces, yet having each retain their identity.
Willoughby South High School at Union Village: 4 Entities Under 1 Roof
The updated 198,100 SF facility serves 1,700 students (1,200 in grades 9-12 and 500 in grades 6-8), local senior citizens, the community, and YMCA members. Merging these entities into a shared structure maximized the efficient use of space and budget due to three different organizations sharing amenities, a field house that includes gymnasium space, an elevated track, and pool facilities.
Willoughby South High School at Union Village
“This was one of the more complicated projects I have ever worked on. But it was fun.”
Jeff Henderson, RA
ThenDesign Architecture
A Vision of Physical Collaboration
ThenDesign Architecture (TDA) Project Manager Jeff Henderson explained the challenges of planning and constructing such a complex project.
“The Willoughby-Eastlake City School District knew they wanted to update the middle school and high school, while at the same time, the YMCA and Senior Center were making the same types of plans. Since the high school had been next to the YMCA for about 40 years, [Former] Superintendent Steve Thompson had the idea to approach the YMCA to see if they were interested in collaborating on a new building. He suggested they should work together and share the same spaces rather than duplicate facilities.”
The concept of collaboration with physical space built momentum with the David E. Anderson Senior Center joining the partnership. Jeff recalled, “Once they all agreed to work together, they came to us and said, ‘This is what we want to do.’ And we thought, ‘Okay, how are we going to do this?’ It was a great idea, but it certainly would have its challenges.”
“The process demanded honest and ongoing communications with the ability to compromise to reach the best solutions.”
Robert Fiala, AIA, NCARB, APA
Mayor of Willoughby
Identifying Mutual Challenges
Three separate collaborators having different sources of funding needed to be timed together. A bond issue funded the construction project for the Willoughby-Eastlake City School District. The YMCA relied on membership fees and donations. The Senior Center was funded through membership fees and the city of Willoughby.
After the three parties came together and agreed on which areas of the interconnected building they would operate, their needs were relayed to the architecture team.
“Each wanted their own parking lot, entry, and face of the building so that visitors could clearly identify where they were going. That’s very reasonable,” Jeff said, “but the interesting challenge was having three organizations with separate identities in the same complex and still having a sense of unity. It was a creative problem we were excited to solve.
“On top of that, some had strict design standards we had to adhere to. The YMCA is a national brand and had to feel like all the others. Willoughby South High School had a sister campus on the north side, and they needed to feel related. Balancing those stipulations to make everyone happy took a lot of time and many discussions.”
Union Village Building Layout Renderings
“The biggest lesson: You can’t have too many meetings with your client.”
Jeff Henderson, RA
ThenDesign Architecture
Sharing the Field House
The biggest functional space of Union Village is the Field House, located in the center of the structure. This shared space connects the high school, the YMCA, and the Senior Center. It contains four full basketball courts and an elevated track.
Sharing a common area required that each party had direct access to the facilities, which meant they were physically connected to the Field House. “Some problems cannot be solved strictly by architecture,” Jeff pointed out. “Each participant had to take on some responsibility for administration because you can only do so much with design. You didn’t want a high school student accidentally wandering into the Senior Center. The seniors needed to reach the pool but not the other areas of the YMCA. So, there were a lot of conversations about security and safety. It was up to the three different parties to manage that.”
Union Village Field House, YMCA, and Senior Center
A Renovation, Not a Re-creation
“The high school was a renovation, not an entirely new build,” Jeff commented. “We incorporated some additions to the structure based on the needs of the district but also to give us the room to fully incorporate the principles of student-centered learning into the existing space. The forward-thinking design included collaborative areas and open classrooms, which could be done without tearing all the buildings down and starting over.”
Developed in parallel with its sister school Willoughby North, South High School at Union Village is a 21st-century learning facility that exemplifies the district’s goals of modernizing its curriculum and provides flexible spaces to support student-centered learning.
The two high schools were designed in tandem, with both teams meeting regularly as designs progressed. The Willoughby-Eastlake School District planned to spread the athletic and arts spaces across their high schools. South High School received expanded athletic facilities, while North High School enjoyed a large performing arts and music space. Students can choose which high school they want to attend based on personal interests.
“Due to where the football field was and where the Field House needed to be, we found that the best place to put the new high school was at the back of the old one,” Jeff continued, “but then we have the front door at the back of a building. We had to figure out a way to signal, ‘Hey, I’m back here.’ The answer was found with curves.
“Educational design is no longer about a series of industrial rectangles. The school has curved hallways, curved walls, and other curved spaces. This smooth flow encourages motion. So, for the exterior, we generated geometries that would lead people by peeking around curves that would guide them to the high school entrance. They needed to know, ‘I’m in the right place,’ and we accomplished that.”
Willoughby South High School at Union Village
Bricks Become the Mortar
Jeff explained the unification problem, “The YMCA felt more high-tech with metal siding. The Senior Center wanted to feel comfortable, like a home. Then, you had an education design for the high school. The way to maintain their identities, but still communicate they’re linked together was by using materials.”
Jeff noted that a common, unifying element across the building exterior was the use of bricks. “They shared a roof, but by adding the same brick layout along the base of the Senior Center, YMCA, and high school, we created a material commonality that pulled the different spaces together. Each organization was not only physically joined, but now visually joined.”
Robert Fiala, the founding partner of ThenDesign Architecture and current Mayor of Willoughby, Ohio, was heavily involved in the planning process. He reflected on the intangible benefits of such a facility, “Beyond the unusual collaboration of a public school district, a faith-based non-profit, and the city, the Union Village project offered a unique cross-generational opportunity. Adjacent to a daycare center and both schools, it became a place where seniors, students, and children could interact with each other. The kids benefit from the wisdom and experience of the seniors, and the seniors have companionship and a chance to share their lifelong stories.”
“Three very different entities with different goals, different types of funding, and different aesthetic requirements coming together in the same space doesn’t happen every day. But we did it.”
Jeff Henderson, RA
ThenDesign Architecture
A New Name for a New Era
To honor the previous occupant of the space, Union High School, and acknowledge that three different organizations came together to create what is akin to being a village, the building was given the new name “Union Village.”
The Union Village Ribbon Cutting Ceremony took place on August 10, 2019. The project was completed a month later.
Jeff noted how rewarding it was to participate in such an undertaking. “Considering the complexities involved, I think we were successful. We achieved all the goals our clients had and that we had. It was neat to watch people using the spaces as we intended.”
Robert noted that the measure of accomplishment is how visitors receive it. “Our joint-use project has been applauded by many,” he said. “Other cities and school districts visit the building, talk with our administrators, and see function and that the collaborations succeeded.”
Union Village continues to provide services for thousands in the Willoughby area each year.
“We hope it will be viewed as an example of how collaboration can save money, enhance programming, and provide a significant community benefit.”
Robert Fiala, AIA, NCARB, APA
Mayor of Willoughby
Union Village Groundbreaking Ceremony
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Wickliffe Students Design Their Own Playground Who better to have a say about what a playground should look like than the children who will use it? Wickliffe Elementary students participated in a visioning session with ThenDesign Architecture and Wickliffe City Schools to share ideas about how to make “an awesome” playground.
Wickliffe Students Design Their Own Playground
As a continuation of the design of the Wickliffe City School District’s new educational facility, and their “Reimagining Education” initiative, representatives of ThenDesign Architecture, educators from Wickliffe Schools, and students met in early 2021 to engage in a session focused on the layout of the school’s new playground. Dozens of students in grades 3-6 met in the cafeteria of the existing elementary school to discuss the best games and equipment to suit their time at recess. Then, they had the opportunity to build their ideal playground out of toothpicks, crayons, and marshmallows, before submitting it to the design team.
Watch the Playground Engagement
“It’s important we create flexibility for students and teachers so we can help them be successful.”
Joseph Spiccia
Superintendent of Wickliffe City Schools
Fun With A Lasting Purpose
Upgrading aging facilities by bringing them to modern educational standards is not isolated to classrooms and collaborative spaces. In some ways, the layout of a playground can have just as much impact on the well-being of children as their indoor academic environment because learning continues through play.
When involved in public architecture, it’s a designer’s responsibility to listen to their clients, even when those clients are in the third grade. The more the architect understands the needs of the space, the better the design can reflect that. The students know what their favorite activities and equipment on the playground are, so this will inform the potential for fun lasting decades.
“We want to know what the kids think is working well in their school district, but also what can be improved,” noted Project Manager Claire Bank of ThenDesign Architecture. “Some groups were safety focused. It was neat to see how intuitively thoughtful some of the students are. They give us a young, fresh perspective.”
“I think this is going to make a big impact for everyone. They’re going to have so much fun at the new playground.”
Billy
Student
Youthful Perspectives
Engaging with third to sixth-grade students brings them into the design process. Their contagious enthusiasm fueled discussions, sparking more ideas. Multiple playgrounds required multiple designs, and the students joyfully met the challenge.
Architects learn how important it is to express their creativity in their projects. This session became an art project of its own. Marshmallows, toothpicks, and Post-it Notes became essential design tools as students crafted their ideas into physical forms, letting their imaginations soar with possibilities.
“The kids really enjoyed the marshmallows. The hard part was getting them to work with it without eating them first.”
Jeff Henderson, RA
ThenDesign Architecture
“I feel like it will be much more flexible for what the kids need now.”
Abby
Student
Incorporating Student Suggestions
Architect Jeff Henderson feels these types of engagement with students are essential so that future generations can benefit from today’s educational design efforts. “It’s good to stretch minds. Having a variety of ideas makes for a better design, and their young perspectives keep the architect’s minds fresh.”
A zipline was one of the student suggestions from the engagement that made it into the final design. At the beginning of the next school year, the students who came up with the idea will be able to enjoy playing on it in their new playground at their new school campus.
Wickliffe Students Design Their Own Playground Who better to have a say about what a playground should look like than the children who will use it? Wickliffe Elementary students participated in a visioning session with ThenDesign Architecture and Wickliffe City Schools to share ideas about how to make “an awesome” playground.
Wickliffe Students Design Their Own Playground
As a continuation of the design of the Wickliffe City School District’s new educational facility, and their “Reimagining Education” initiative, representatives of ThenDesign Architecture, educators from Wickliffe Schools, and students met in early 2021 to engage in a session focused on the layout of the school’s new playground. Dozens of students in grades 3-6 met in the cafeteria of the existing elementary school to discuss the best games and equipment to suit their time at recess. Then, they had the opportunity to build their ideal playground out of toothpicks, crayons, and marshmallows, before submitting it to the design team.
Watch the Playground Engagement
“It’s important we create flexibility for students and teachers so we can help them be successful.”
Joseph Spiccia
Superintendent of Wickliffe City Schools
Fun With A Lasting Purpose
Upgrading aging facilities by bringing them to modern educational standards is not isolated to classrooms and collaborative spaces. In some ways, the layout of a playground can have just as much impact on the well-being of children as their indoor academic environment because learning continues through play.
When involved in public architecture, it’s a designer’s responsibility to listen to their clients, even when those clients are in the third grade. The more the architect understands the needs of the space, the better the design can reflect that. The students know what their favorite activities and equipment on the playground are, so this will inform the potential for fun lasting decades.
“We want to know what the kids think is working well in their school district, but also what can be improved,” noted Project Manager Claire Bank of ThenDesign Architecture. “Some groups were safety focused. It was neat to see how intuitively thoughtful some of the students are. They give us a young, fresh perspective.”
“I think this is going to make a big impact for everyone. They’re going to have so much fun at the new playground.”
Billy
Student
Youthful Perspectives
Engaging with third to sixth-grade students brings them into the design process. Their contagious enthusiasm fueled discussions, sparking more ideas. Multiple playgrounds required multiple designs, and the students joyfully met the challenge.
Architects learn how important it is to express their creativity in their projects. This session became an art project of its own. Marshmallows, toothpicks, and Post-it Notes became essential design tools as students crafted their ideas into physical forms, letting their imaginations soar with possibilities.
“The kids really enjoyed the marshmallows. The hard part was getting them to work with it without eating them first.”
Jeff Henderson, RA
ThenDesign Architecture
“I feel like it will be much more flexible for what the kids need now.”
Abby
Student
Incorporating Student Suggestions
Architect Jeff Henderson feels these types of engagement with students are essential so that future generations can benefit from today’s educational design efforts. “It’s good to stretch minds. Having a variety of ideas makes for a better design, and their young perspectives keep the architect’s minds fresh.”
A zipline was one of the student suggestions from the engagement that made it into the final design. At the beginning of the next school year, the students who came up with the idea will be able to enjoy playing on it in their new playground at their new school campus.
Cuyahoga Falls 6-12 Campus Groundbreaking and Site Construction At the groundbreaking ceremony in September 2022, the Cuyahoga Falls City School district began constructing its new 6-12 campus. The groundbreaking celebration was attended by over 1,000 people, which included staff, students, and the surrounding community.
Cuyahoga Falls Celebrates A Milestone
At the groundbreaking ceremony on September 27, 2022, the Cuyahoga Falls City School district began constructing their new 6-12 campus. This multi-year project will culminate in the completion of a campus that will be home to a 365,000 SF 6-12 school with an auditorium, black box theatre, attached stadium, and practice fields. Built on the Newberry and Bolich schools’ site, this capital project totals $113 million, with $33.6 million of that coming from the State of Ohio, via the Ohio Facilities Construction Commission (OFCC) and being built by Hammond Construction. This state-of-the-art facility provides students and faculty with new technology, expanded academic space, and opportunities for collaboration in a modern, secure environment.
The groundbreaking celebration was attended by over 1,000 people of all ages, which included staff, students, neighbors, and the surrounding community. Dignitaries who attended and spoke included Mayor Don Walters from the City of Cuyahoga Falls,Representative Casey Weinstein, State Senator Kristina Roegner, and Board of Education Members, including board president Anthony Gomez and Superintendent Dr. Andrea Celico. Special activities included demonstrations from the Cuyahoga Falls High School band, an acapella choir, and the Art Sparks TNT XD dancers. Complimentary refreshments were served, and attendees could take their pictures with hard hats, get their faces painted and “turn a spade of soil” themselves. The night culminated in a formal groundbreaking that ended with fireworks.
https://youtu.be/GEAerY8nCfo
“This night is about who we are as a community. We believe that the students of our community deserve more than what they have had for the past 100 years at Cuyahoga Falls High School.”
Anthony Gomez
Board of Education President
Cuyahoga Falls 6-12 Campus Groundbreaking Celebration (Courtesy of Hammond Construction):
“This groundbreaking event is symbolic of our city’s commitment to educational excellence for every child in Cuyahoga Falls and marks the beginning of a new era in how we educate children in our community.”
Dr. Andrea Celico
Superintendent of Cuyahoga Falls City School District
Completed Site Work
Since the groundbreaking eight months ago, construction teams have busily prepared the site before pouring foundations and erecting the school’s superstructure. While progress may not be evident viewing the site from the street, a tremendous amount of work has been completed. Site engineers have shaped the contours of the site, smoothing, removing, and adding soil in various places to support the building’s footprint. Additionally, a ring road and access lots have been created to aid construction. Now that the primary site plateaus where the building will sit are finished, viewers can see how the mass of the building steps down over the entire footprint.
View a Design Animation of the new 6-12 Campus:
A Challenging Construction Environment
Scott Alleman, the architectural project manager from ThenDesign Architecture, is familiar with site challenges that could arise from a project of this scale.
“Working with the soil is the biggest challenge at this point. The team works hard to ensure we are balancing the ‘cut and fill’ when developing site plans. This minimizes how much earth we are moving. It can get expensive when you need to move soil offsite.”
While the soil is being prepared, the team sometimes needs to stabilize and remediate weak soil to support the weight of parking lots and the buildings’ structure. This ensures that as construction progresses, there is a strong foundation. Scott continues, “You often spend a lot of money solving problems with soil, stabilizing the substructure, putting in foundations, and bringing utilities through. Unfortunately, you don’t ‘see’ the money you are investing here. You are literally burying it. It is necessary, though.”
With the site prepared, construction teams will focus on finishing retaining walls, underground electrical and plumbing channels, and structure foundations. Scott continues, “We started in the fall, which isn’t a great time, but the weather has cooperated, and the crew works well together. There are invariably little issues here and there, but we solve those as a team.”
Site Work Progress:
Looking Forward to the New Cuyahoga Falls 6-12 Campus
With the site work wrapping up, construction progress will become much more evident.
“The site work is exciting because it is such a big change,” Scott added, “but soon we are going to see the building take shape. Once the foundations go in, then the walls will start coming up, and the steel roof will go in. While we are still a little way off, progress will start progressing very quickly.”
Cuyahoga Fall City Schools looks forward to the completion of the new facility. Not only will students have greater access to modern technology but also a range of spaces that will enhance their educational experience.
The new campus is set to open during the 2025-2026 school year.
Get our newsletter with insights, events and tips.
Cuyahoga Falls 6-12 Campus Groundbreaking and Site Construction At the groundbreaking ceremony in September 2022, the Cuyahoga Falls City School district began constructing its new 6-12 campus. The groundbreaking celebration was attended by over 1,000 people, which included staff, students, and the surrounding community.
Cuyahoga Falls Celebrates A Milestone
At the groundbreaking ceremony on September 27, 2022, the Cuyahoga Falls City School district began constructing their new 6-12 campus. This multi-year project will culminate in the completion of a campus that will be home to a 365,000 SF 6-12 school with an auditorium, black box theatre, attached stadium, and practice fields. Built on the Newberry and Bolich schools’ site, this capital project totals $113 million, with $33.6 million of that coming from the State of Ohio, via the Ohio Facilities Construction Commission (OFCC) and being built by Hammond Construction. This state-of-the-art facility provides students and faculty with new technology, expanded academic space, and opportunities for collaboration in a modern, secure environment.
The groundbreaking celebration was attended by over 1,000 people of all ages, which included staff, students, neighbors, and the surrounding community. Dignitaries who attended and spoke included Mayor Don Walters from the City of Cuyahoga Falls,Representative Casey Weinstein, State Senator Kristina Roegner, and Board of Education Members, including board president Anthony Gomez and Superintendent Dr. Andrea Celico. Special activities included demonstrations from the Cuyahoga Falls High School band, an acapella choir, and the Art Sparks TNT XD dancers. Complimentary refreshments were served, and attendees could take their pictures with hard hats, get their faces painted and “turn a spade of soil” themselves. The night culminated in a formal groundbreaking that ended with fireworks.
https://youtu.be/GEAerY8nCfo
“This night is about who we are as a community. We believe that the students of our community deserve more than what they have had for the past 100 years at Cuyahoga Falls High School.”
Anthony Gomez
Board of Education President
Cuyahoga Falls 6-12 Campus Groundbreaking Celebration (Courtesy of Hammond Construction):
“This groundbreaking event is symbolic of our city’s commitment to educational excellence for every child in Cuyahoga Falls and marks the beginning of a new era in how we educate children in our community.”
Dr. Andrea Celico
Superintendent of Cuyahoga Falls City School District
Completed Site Work
Since the groundbreaking eight months ago, construction teams have busily prepared the site before pouring foundations and erecting the school’s superstructure. While progress may not be evident viewing the site from the street, a tremendous amount of work has been completed. Site engineers have shaped the contours of the site, smoothing, removing, and adding soil in various places to support the building’s footprint. Additionally, a ring road and access lots have been created to aid construction. Now that the primary site plateaus where the building will sit are finished, viewers can see how the mass of the building steps down over the entire footprint.
View a Design Animation of the new 6-12 Campus:
A Challenging Construction Environment
Scott Alleman, the architectural project manager from ThenDesign Architecture, is familiar with site challenges that could arise from a project of this scale.
“Working with the soil is the biggest challenge at this point. The team works hard to ensure we are balancing the ‘cut and fill’ when developing site plans. This minimizes how much earth we are moving. It can get expensive when you need to move soil offsite.”
While the soil is being prepared, the team sometimes needs to stabilize and remediate weak soil to support the weight of parking lots and the buildings’ structure. This ensures that as construction progresses, there is a strong foundation. Scott continues, “You often spend a lot of money solving problems with soil, stabilizing the substructure, putting in foundations, and bringing utilities through. Unfortunately, you don’t ‘see’ the money you are investing here. You are literally burying it. It is necessary, though.”
With the site prepared, construction teams will focus on finishing retaining walls, underground electrical and plumbing channels, and structure foundations. Scott continues, “We started in the fall, which isn’t a great time, but the weather has cooperated, and the crew works well together. There are invariably little issues here and there, but we solve those as a team.”
Site Work Progress:
Looking Forward to the New Cuyahoga Falls 6-12 Campus
With the site work wrapping up, construction progress will become much more evident.
“The site work is exciting because it is such a big change,” Scott added, “but soon we are going to see the building take shape. Once the foundations go in, then the walls will start coming up, and the steel roof will go in. While we are still a little way off, progress will start progressing very quickly.”
Cuyahoga Fall City Schools looks forward to the completion of the new facility. Not only will students have greater access to modern technology but also a range of spaces that will enhance their educational experience.
The new campus is set to open during the 2025-2026 school year.
Get our newsletter with insights, events and tips.
Kirtland High School’s New Science Room OpensNow that the new science room has been redesigned, students can efficiently move between traditional classroom activities and lab space without having to leave the space or rearrange the furniture.
Kirtland High School’s New Science Room
In early 2023, Kirtland Local Schools opened its new, renovated science room, expanding the learning space from two smaller 600 SF classrooms to a single large one in the high school. This new layout combines the classroom with a laboratory space, effectively doubling the usable environment while also updating furniture and utilities vital to this field of education, including plumbing, gas, and refrigeration.
Construction of the renovation began in July 2022 and was completed shortly after the new year. This project was made possible by the passage of the district’s 2021 capital improvement levy. Of the $4.5 million contract, $340,000 was allocated to improve the lab space.
https://youtu.be/XsneJbPzhbk
“There’s so much flexibility in this space.”
Chad VanArnhem
Superintendent of Kirtland Local Schools
A Flexible Learning Space
Science is fundamental to a student’s education. They learn a vast array of knowledge, from the intricacies of biological life to the movement of the stars in our universe.
As reported by The News-Herald, Superintendent Chad VanArnhem said, “There’s so much flexibility in this space.” This allows teaching staff to better personalize lessons for students.
Science teacher Alexandra Ardo added, “I’m very much a personalized learning kind of teacher. A bigger open space where we can add in rotations where they can be up in the classroom part while there are students actually doing a lab.”
Newly Renovated Science Room Provides A Modernized Space
“The kids can go from the classroom setting
to the lab setting seamlessly.”
Alexandra Ardo
Science Teacher
Redesigned For Comfort And Efficiency
Now that the new science room has been redesigned, students can efficiently move between traditional classroom activities and lab space without having to leave the space or rearrange the furniture. A connected work area now includes ample prep countertops, a cold storage refrigerator, and a dishwasher. The new science room provides a flexible learning space that includes updated technology for teachers to project information to each TV monitor at six adjacent lab stations.
Kirtland High School’s new science room is a comfortable environment that supports experimentation, group projects, and learning.
Get our newsletter with insights, events and tips.
Kirtland High School’s New Science Room OpensNow that the new science room has been redesigned, students can efficiently move between traditional classroom activities and lab space without having to leave the space or rearrange the furniture.
Kirtland High School’s New Science Room
In early 2023, Kirtland Local Schools opened its new, renovated science room, expanding the learning space from two smaller 600 SF classrooms to a single large one in the high school. This new layout combines the classroom with a laboratory space, effectively doubling the usable environment while also updating furniture and utilities vital to this field of education, including plumbing, gas, and refrigeration.
Construction of the renovation began in July 2022 and was completed shortly after the new year. This project was made possible by the passage of the district’s 2021 capital improvement levy. Of the $4.5 million contract, $340,000 was allocated to improve the lab space.
https://youtu.be/XsneJbPzhbk
“There’s so much flexibility in this space.”
Chad VanArnhem
Superintendent of Kirtland Local Schools
A Flexible Learning Space
Science is fundamental to a student’s education. They learn a vast array of knowledge, from the intricacies of biological life to the movement of the stars in our universe.
As reported by The News-Herald, Superintendent Chad VanArnhem said, “There’s so much flexibility in this space.” This allows teaching staff to better personalize lessons for students.
Science teacher Alexandra Ardo added, “I’m very much a personalized learning kind of teacher. A bigger open space where we can add in rotations where they can be up in the classroom part while there are students actually doing a lab.”
Newly Renovated Science Room Provides A Modernized Space
“The kids can go from the classroom setting
to the lab setting seamlessly.”
Alexandra Ardo
Science Teacher
Redesigned For Comfort And Efficiency
Now that the new science room has been redesigned, students can efficiently move between traditional classroom activities and lab space without having to leave the space or rearrange the furniture. A connected work area now includes ample prep countertops, a cold storage refrigerator, and a dishwasher. The new science room provides a flexible learning space that includes updated technology for teachers to project information to each TV monitor at six adjacent lab stations.
Kirtland High School’s new science room is a comfortable environment that supports experimentation, group projects, and learning.
Get our newsletter with insights, events and tips.
Fairport Harbor EVSD Celebrates Groundbreaking for New SchoolThe new PreK-12 school will be located on the existing Harding High School site. It will provide a modern educational environment for future generations of Fairport Harbor students.
Fairport Harbor EVSD Celebrates Groundbreaking for Their New School
Residents, students, teachers and neighbors from Fairport Harbor gathered on May 26th to commemorate the Groundbreaking Ceremony of the school district’s new 116,000 SF PreK-12 facility. This new school, which is located on the existing Harding High School site, will provide a modern educational environment for future generations of Fairport Harbor students.
https://youtu.be/0B6TVnF78B8
“A school is more than just bricks and mortar. It’s the people within it that truly bring it to life.”
Sherry Maruschak
School Board President
A Culmination of Efforts
This event was the culmination of over ten years of effort led by the district and supported by the local community, teachers, and government officials. The aroma of barbecued hotdogs added to the celebratory atmosphere for the over 200 attendees.
A variety of speakers gave encouraging remarks to memorialize the special occasion, including Harding High School students, and students from McKinley Elementary. Distinguished guests in attendance included FHEVS Board members Karen Bidlack, Justin Levine, and Board VP William Lukshaw, representatives from C.T. Taylor Construction, Project Manager Dennis Kaplan from the Ohio Facilities Construction Commission (OFCC), Lake County Treasurer Michael Zuren, Lake County Commissioners Richard Regovich, John Hamercheck, and John Plecnik, and representing ThenDesign Architecture was Adam Parris along with members of the communications team who were on site to record the event in video and take photographs.
School Board President Sherry Maruschak commented, “A school is more than just bricks and mortar. It’s the people within it that truly bring it to life.”
Fairport Harbor EVSD Celebrates Groundbreaking
“This is what this community came together to support. To set the next hundred years in this village.”
Timothy Manross
Mayor of Fairport Harbor
Benefits for the Community
The needs of the Fairport Harbor students have eventually outgrown the over 100-year-old buildings, which have stood in the village for generations. Ohio State Representative Daniel Troy noted, “You are able to improve the learning atmosphere for your students with a new modern facility … and I salute you for voting for the bond issue that made this possible.”
Timothy Manross, Mayor of Fairport Harbor, observed, “This is what this community came together to support. To set the next hundred years in this village.”
The citizens of the Fairport Harbor EVSD community funded this monumental effort by taking on 7% of the cost, with the State of Ohio covering the remaining 93%.
The Fairport Harbor EVSD Groundbreaking was a celebration, and inspiring, as Superintendent Domenic Paolo announced that he was proud to serve as a conduit between Fairport’s first superintendent R.A. Greig and its newest superintendent Bill Billington, who will begin his position in July. “I am very excited for this opportunity, and I’m very excited to work with all of you.”
Once the project is complete, it will include a new Fairport Harbor Public Library, which will be attached to the main building and is tentatively scheduled to open for the 2025-2026 school year.
View a Building Animation of the new PreK-12 School:
Get our newsletter with insights, events and tips.
Fairport Harbor EVSD Celebrates Groundbreaking for New SchoolThe new PreK-12 school will be located on the existing Harding High School site. It will provide a modern educational environment for future generations of Fairport Harbor students.
Fairport Harbor EVSD Celebrates Groundbreaking for Their New School
Residents, students, teachers and neighbors from Fairport Harbor gathered on May 26th to commemorate the Groundbreaking Ceremony of the school district’s new 116,000 SF PreK-12 facility. This new school, which is located on the existing Harding High School site, will provide a modern educational environment for future generations of Fairport Harbor students.
https://youtu.be/0B6TVnF78B8
“A school is more than just bricks and mortar. It’s the people within it that truly bring it to life.”
Sherry Maruschak
School Board President
A Culmination of Efforts
This event was the culmination of over ten years of effort led by the district and supported by the local community, teachers, and government officials. The aroma of barbecued hotdogs added to the celebratory atmosphere for the over 200 attendees.
A variety of speakers gave encouraging remarks to memorialize the special occasion, including Harding High School students, and students from McKinley Elementary. Distinguished guests in attendance included FHEVS Board members Karen Bidlack, Justin Levine, and Board VP William Lukshaw, representatives from C.T. Taylor Construction, Project Manager Dennis Kaplan from the Ohio Facilities Construction Commission (OFCC), Lake County Treasurer Michael Zuren, Lake County Commissioners Richard Regovich, John Hamercheck, and John Plecnik, and representing ThenDesign Architecture was Adam Parris along with members of the communications team who were on site to record the event in video and take photographs.
School Board President Sherry Maruschak commented, “A school is more than just bricks and mortar. It’s the people within it that truly bring it to life.”
Fairport Harbor EVSD Celebrates Groundbreaking
“This is what this community came together to support. To set the next hundred years in this village.”
Timothy Manross
Mayor of Fairport Harbor
Benefits for the Community
The needs of the Fairport Harbor students have eventually outgrown the over 100-year-old buildings, which have stood in the village for generations. Ohio State Representative Daniel Troy noted, “You are able to improve the learning atmosphere for your students with a new modern facility … and I salute you for voting for the bond issue that made this possible.”
Timothy Manross, Mayor of Fairport Harbor, observed, “This is what this community came together to support. To set the next hundred years in this village.”
The citizens of the Fairport Harbor EVSD community funded this monumental effort by taking on 7% of the cost, with the State of Ohio covering the remaining 93%.
The Fairport Harbor EVSD Groundbreaking was a celebration, and inspiring, as Superintendent Domenic Paolo announced that he was proud to serve as a conduit between Fairport’s first superintendent R.A. Greig and its newest superintendent Bill Billington, who will begin his position in July. “I am very excited for this opportunity, and I’m very excited to work with all of you.”
Once the project is complete, it will include a new Fairport Harbor Public Library, which will be attached to the main building and is tentatively scheduled to open for the 2025-2026 school year.
View a Building Animation of the new PreK-12 School:
Get our newsletter with insights, events and tips.
Brecksville-Broadview Heights City School District Opens New Elementary SchoolIn early August, the Brecksville-Broadview Heights City School District hosted a ribbon cutting to celebrate the opening of their new PreK-5 Elementary school for the 2022-2023 academic year. Housing over 1,500 students, the new school employs state-of-the-art technology, collaborative learning spaces and enhanced safety and security measures.
Brecksville-Broadview Heights City School District – Elementary School Celebration
In early August, the Brecksville-Broadview Heights City School District hosted a ribbon cutting to celebrate the opening of their new PreK-5 Elementary school for the 2022-2023 academic year. Housing over 1,500 students, the new school employs state-of-the-art technology, collaborative learning spaces and enhanced safety and security measures. It replaces Central, Chippewa, Highland and Hilton elementary schools. Due to a partnership between the school district and the city of Brecksville, it features an attached fieldhouse which can be used by the community and students.
Superintendent Joelle Maygar, who has a background in elementary school education, commented, “The intent behind this school was to design a space where kids wanted to come every day. It needed to be kid-friendly, welcoming, and scream elementary school.”
“I think we’ve achieved every goal we set out for with this building.”
“We wanted to provide students as many learning opportunities as possible, many of which can’t be found in more traditional buildings.”
Joelle Maygar
Superintendent of Brecksville-Broadview Heights City Schools
Brecksville-Broadview Heights Elementary School Unique Features
In 2018, the Brecksville-Broadview Heights community passed a 2.2-mill bond issue to build the new school. It consolidated the 4 existing elementary schools into one facility. The new school includes a robotics lab, makerspace with 3D printers, an E-Sports program, multiple playgrounds, a selfie wall, lego wall and Lite Brite station.
“We wanted to provide students as many learning opportunities as possible, many of which can’t be found in more traditional buildings.” Superintendent Maygar also emphasized the safety features in the new building. “We also put a lot of thought into safety and security for this building. Parents can feel very safe when their kids are here.”
Brecksville-Broadview Heights City School District students visited the school while it was under construction in 2021.
“The intent behind this school was to design a space where kids wanted to come every day. It needed to be kid-friendly, welcoming, and scream elementary school.”
Joelle Maygar
Superintendent of Brecksville-Broadview Heights City Schools
Construction Process
Construction on the school began in 2020, which was designed by ThenDesign Architecture and built by Shook Construction. Despite challenges posed by Covid-19, including supply chain issues and labor cost increases, the school was completed on time and under budget. Throughout the school’s construction, students visited to learn more about the architecture and construction industries and new features they could look forward to.
Superintendent Maygar is optimistic for the year ahead, “All the students who have visited are really excited to learn here and can’t wait to come.” She continues, “It is also a great facility for community use.”
The separate but connected athletic fieldhouse features 4 indoor basketball courts and a running track. They can be shared by both the school and city for community use. It is a unique feature for a school of this type.
Brecksville-Broadview Heights City School District Elementary School Ribbon Cutting on August 1, 2022.
The ribbon cutting was attended by members of the community, district staff and city officials. After the ceremony, the building was open for general tours of the new spaces. Over a 1,000 people have seen the building through tours and is opening for the 2022-2023 year.
Get our newsletter with insights, events and tips.
Brecksville-Broadview Heights City School District Opens New Elementary SchoolIn early August, the Brecksville-Broadview Heights City School District hosted a ribbon cutting to celebrate the opening of their new PreK-5 Elementary school for the 2022-2023 academic year. Housing over 1,500 students, the new school employs state-of-the-art technology, collaborative learning spaces and enhanced safety and security measures.
Brecksville-Broadview Heights City School District – Elementary School Celebration
In early August, the Brecksville-Broadview Heights City School District hosted a ribbon cutting to celebrate the opening of their new PreK-5 Elementary school for the 2022-2023 academic year. Housing over 1,500 students, the new school employs state-of-the-art technology, collaborative learning spaces and enhanced safety and security measures. It replaces Central, Chippewa, Highland and Hilton elementary schools. Due to a partnership between the school district and the city of Brecksville, it features an attached fieldhouse which can be used by the community and students.
Superintendent Joelle Maygar, who has a background in elementary school education, commented, “The intent behind this school was to design a space where kids wanted to come every day. It needed to be kid-friendly, welcoming, and scream elementary school.”
“I think we’ve achieved every goal we set out for with this building.”
“We wanted to provide students as many learning opportunities as possible, many of which can’t be found in more traditional buildings.”
Joelle Maygar
Superintendent of Brecksville-Broadview Heights City Schools
Brecksville-Broadview Heights Elementary School Unique Features
In 2018, the Brecksville-Broadview Heights community passed a 2.2-mill bond issue to build the new school. It consolidated the 4 existing elementary schools into one facility. The new school includes a robotics lab, makerspace with 3D printers, an E-Sports program, multiple playgrounds, a selfie wall, lego wall and Lite Brite station.
“We wanted to provide students as many learning opportunities as possible, many of which can’t be found in more traditional buildings.” Superintendent Maygar also emphasized the safety features in the new building. “We also put a lot of thought into safety and security for this building. Parents can feel very safe when their kids are here.”
Brecksville-Broadview Heights City School District students visited the school while it was under construction in 2021.
“The intent behind this school was to design a space where kids wanted to come every day. It needed to be kid-friendly, welcoming, and scream elementary school.”
Joelle Maygar
Superintendent of Brecksville-Broadview Heights City Schools
Construction Process
Construction on the school began in 2020, which was designed by ThenDesign Architecture and built by Shook Construction. Despite challenges posed by Covid-19, including supply chain issues and labor cost increases, the school was completed on time and under budget. Throughout the school’s construction, students visited to learn more about the architecture and construction industries and new features they could look forward to.
Superintendent Maygar is optimistic for the year ahead, “All the students who have visited are really excited to learn here and can’t wait to come.” She continues, “It is also a great facility for community use.”
The separate but connected athletic fieldhouse features 4 indoor basketball courts and a running track. They can be shared by both the school and city for community use. It is a unique feature for a school of this type.
Brecksville-Broadview Heights City School District Elementary School Ribbon Cutting on August 1, 2022.
The ribbon cutting was attended by members of the community, district staff and city officials. After the ceremony, the building was open for general tours of the new spaces. Over a 1,000 people have seen the building through tours and is opening for the 2022-2023 year.
Get our newsletter with insights, events and tips.
Kent City Schools – High School Addition and Fieldhouse UpdateIn the Spring of 2020, Kent City Schools passed a 25 million “No New Tax” bond to provide improvements to their educational and athletic facilities. Slated to be completed in the fall of 2022, an addition to the high school and a new fieldhouse at Roosevelt stadium will open. Additionally, parking and vehicular circulation will be improved at the high school.
Kent City Schools – High School Addition and Fieldhouse Update
In the Spring of 2020, Kent City Schools passed a 25 million “No New Tax” bond to provide improvements to their educational and athletic facilities. Slated to be completed in the fall of 2022, an addition to the high school and a new fieldhouse at Roosevelt stadium will open. Additionally, parking and vehicular circulation will be improved at the high school.
Superintendent of Kent City Schools, George Joseph commented, “With these projects completed, we have a great opportunity for our students to enjoy and perform on our fields, in our gymnasiums, in the locker areas and have the comforts they need during our athletic seasons and in our programs.”
These are in addition to the safety and security and educational improvements made to other district facilities.
Superintendent George Joseph gives a virtual tour of the construction progress as the spaces near completion.
A tour given by the superintendent of the new Theodore Roosevelt Athletic Addition
“Thank you” to our entire community for supporting these projects. Again, without the “no new tax bond issue,” none of this would have happened.”
George Joseph
Superintendent of Kent City Schools
Master Planning and District Priorities
Leading up to construction, Kent City Schools partnered with ThenDesign Architecture to create an educational masterplan. This extensive process allowed the administration and planners to identify the needs and opportunities for each school facility.
This master plan allowed the designers to identify a roadmap for facility upgrades that will ensure educational success.
Cheryl Fisher, an educational planner with TDA worked extensively with the district on their plans. “We identified their building needs and even explored the possibility of new schools with the OFCC. We looked at the facility condition, educational adequacy and worked with a large “facilities improvement cabinet” and went through an in-depth analysis of the data.”
Ultimately these priorities revolved around, safety and security, improving the instructional environment and upgrading the athletic and performing arts facilities.
A tour given by the superintendent of the new Roosevelt Stadium Field House
“They’re one of the few districts of this size and enrollment that only has one gym. This addition gives them a new gym which is larger than the old one and allows them to have a competition and auxiliary gym. So multiple activities can take place simultaneously.”
Cheryl Fisher
Educational Planner
Improved Athletic Facilities
Construction is underway on Theodore Roosevelt High School, with upgrades to its athletic facilities.
The high school gains a 14,000 sf addition on its north side, which includes a new competition gymnasium, entryway, ticket booth, concessions stand, athletic storage, locker rooms and an 1,800 sf multipurpose space to be used for wrestling in the winter season.
A new synthetic turf field was installed last summer, and an adjacent field house is being built which includes a concession stand, public restrooms, “spirit shop,” varsity team locker rooms and training room is included. The stadium also received an upgraded sound system and lighting improvements.
Scenes from the construction update at Theodore Roosevelt High School and the new field house
Athletic Facilities Walkthrough Tour
Construction will be completed this fall with the new facilities open for the upcoming school year.
Kent City Schools – High School Addition and Fieldhouse UpdateIn the Spring of 2020, Kent City Schools passed a 25 million “No New Tax” bond to provide improvements to their educational and athletic facilities. Slated to be completed in the fall of 2022, an addition to the high school and a new fieldhouse at Roosevelt stadium will open. Additionally, parking and vehicular circulation will be improved at the high school.
Kent City Schools – High School Addition and Fieldhouse Update
In the Spring of 2020, Kent City Schools passed a 25 million “No New Tax” bond to provide improvements to their educational and athletic facilities. Slated to be completed in the fall of 2022, an addition to the high school and a new fieldhouse at Roosevelt stadium will open. Additionally, parking and vehicular circulation will be improved at the high school.
Superintendent of Kent City Schools, George Joseph commented, “With these projects completed, we have a great opportunity for our students to enjoy and perform on our fields, in our gymnasiums, in the locker areas and have the comforts they need during our athletic seasons and in our programs.”
These are in addition to the safety and security and educational improvements made to other district facilities.
Superintendent George Joseph gives a virtual tour of the construction progress as the spaces near completion.
A tour given by the superintendent of the new Theodore Roosevelt Athletic Addition
“Thank you” to our entire community for supporting these projects. Again, without the “no new tax bond issue,” none of this would have happened.”
George Joseph
Superintendent of Kent City Schools
Master Planning and District Priorities
Leading up to construction, Kent City Schools partnered with ThenDesign Architecture to create an educational masterplan. This extensive process allowed the administration and planners to identify the needs and opportunities for each school facility.
This master plan allowed the designers to identify a roadmap for facility upgrades that will ensure educational success.
Cheryl Fisher, an educational planner with TDA worked extensively with the district on their plans. “We identified their building needs and even explored the possibility of new schools with the OFCC. We looked at the facility condition, educational adequacy and worked with a large “facilities improvement cabinet” and went through an in-depth analysis of the data.”
Ultimately these priorities revolved around, safety and security, improving the instructional environment and upgrading the athletic and performing arts facilities.
A tour given by the superintendent of the new Roosevelt Stadium Field House
“They’re one of the few districts of this size and enrollment that only has one gym. This addition gives them a new gym which is larger than the old one and allows them to have a competition and auxiliary gym. So multiple activities can take place simultaneously.”
Cheryl Fisher
Educational Planner
Improved Athletic Facilities
Construction is underway on Theodore Roosevelt High School, with upgrades to its athletic facilities.
The high school gains a 14,000 sf addition on its north side, which includes a new competition gymnasium, entryway, ticket booth, concessions stand, athletic storage, locker rooms and an 1,800 sf multipurpose space to be used for wrestling in the winter season.
A new synthetic turf field was installed last summer, and an adjacent field house is being built which includes a concession stand, public restrooms, “spirit shop,” varsity team locker rooms and training room is included. The stadium also received an upgraded sound system and lighting improvements.
Scenes from the construction update at Theodore Roosevelt High School and the new field house
Athletic Facilities Walkthrough Tour
Construction will be completed this fall with the new facilities open for the upcoming school year.
Orange City Schools – High School RenovationOrange City Schools embarked on an ambitious renovation project to improve the safety, security, and accessibility of their high school, while also dramatically updating their athletic spaces.
Orange City Schools High School Renovation
Orange City Schools embarked on an ambitious renovation project to improve the safety, security, and accessibility of their high school, while also dramatically updating their athletic spaces. Construction for the $3.87-million-dollar project began in early 2022, was designed by ThenDesign Architecture and built by the Albert M. Higley Co. Spread across 15,000 sf, it incorporated a new secure vestibule at the school’s entrance and simultaneously redesigning several athletic spaces, some of which were built in the 1950’s, to create a modern athletic environment for students.
New spaces from the renovation include a professional training room, weightlifting space, a fitness and agility room, a collaboration and media space, and new locker rooms. The high school’s new entrance provides a greater presence at the front of the building and improves student entry and guest access.
“The new front entrance to Orange High School will provide a more secure and efficient entry for students, staff, and community members while giving the building a distinguished appearance,” said Dr. Lynn Campbell, Superintendent of Schools.
“The improvements to the athletic spaces will better serve our student-athletes of today and into the future. The much-needed redesign will modernize these outdated areas and make them more accessible.”
The full renovation project is scheduled to be completed for the 2022-2023 school year.
Renderings of the renovated spaces in Orange High School
“We can look forward to seeing our students benefiting from an enhanced athletic experience, not just in the gym, or for organized sports but for all students to strength train and improve their physical health.”
Dr. Lynn Campbell
Superintendent of Orange City Schools
Project History
“Over the last several years, other renovations and repairs took precedence in the high school.” commented Ted Roseberry, director of operations for Orange City Schools, “We replaced roof trusses in the media center, auditorium, commons, and indoor pool while also making significant upgrades to those learning areas to better accommodate students and staff.”
However in 2019 and 2020, after a pause during the Covid-19 pandemic, the District decided to move forward with this project.
Board president, Scott Bilsky remarked, “This project has been discussed for many years. It is our hope these facility upgrades will serve the needs of current and future Orange students for years to come. “
First built in 1924, the original Orange Schools building received renovations and additions over the years which ultimately led to the inclusion of an auditorium, varsity gymnasium, and other athletic areas in the 1950s. When the original building was replaced with the current high school in 1973, those areas were retained. One of the larger spaces being repurposed in this renovation is the girl’s locker room, built in 1957.
“It was like ‘walking back in time’ when you went into these areas of the building,” commented Roseberry. “The old locker room was large with a lot of wasted space, but now we can put all of it to good use.”
By providing a variety of new training spaces, the District hopes to improve the entire athletic experience.
“We will have a more professional environment and a clean, crisp-looking environment for our students, bringing them into the modern age,” said Dr. Campbell. “All team sports have something to gain from the new upgrades. We’ll have better-allocated space for our teams in all seasons. Hundreds of student-athletes will benefit from our facilities.”
The District is spending $3.87 million on the project, which they have been saving for renovations of this sort through the District’s Permanent Improvement fund.
The new secure vestibule at Orange High School showcases the school’s entrance. Since the building is wide, it has been difficult sometimes for visitors to identify the main entrance. The vestibule serves as a focal point for the building and provides a greater presence on the site. It is also easier to control access for students during the morning and evening. A separate guest entrance will be used during the school day for visitor sign-in.
Details of the new entrance, Locker Rooms and Media Room
“This project has been discussed for many years. It is our hope these facility upgrades will serve the needs of current and future Orange students for years to come.”
Scott Bilsky
Board of Education President
Athletic Spaces
Students and staff can look forward to a variety of new spaces that will positively affect athletes in all sports.
Professional Training Room – Formerly the old girl’s locker room, the Professional Training Room will house equipment that promotes agility and cardiovascular exercise. It includes private restrooms, a trainer’s office, and clinic space.
Weight Room – The second half of the original girl’s locker room, construction professionals rerouted plumbing from existing showers and roof drains to create the new weight room. The space features clerestory lighting, that creates a clean, open environment, and will house a variety of weight racks and plates for weightlifting and strength training
Agility and Fitness Room – This double-height space, located near the competition gymnasium, features a variety of equipment all focused on improving athletes’ agility. It includes spaces for medicine balls, step ladders, chin-up bars, and weighted ropes. The purpose of the space is to improve athletes’ overall health and flexibility.
Locker Rooms – The school’s locker rooms are also being reprogrammed and refreshed. The new locker rooms will include coaches’ offices, showers, lockers, and small meeting space. Each locker room is adjacent to the competition gym and connected by a door that can be opened to create one space if necessary. It will also include equipment storage and access to the exterior.
Media Room – Created from a second-floor wrestling room, the school’s new Athletic Media Room provides open collaborative space for coaches and athletes and is equipped with technology for game reviews, and space to conduct team building exercises.
Details of the new Fitness and Agility Room, Professional Training Room and Weight Room
“I have worked on many school improvement projects during my career, some of which were large projects, but sometimes they were small projects. These smaller improvements make a huge difference, especially when they benefit student security.”
Ted Roseberry
Director of Operations
Orange City Schools – High School Renovation – A Better Student Experience
“Overall, the changes we are making to the high school will create a better experience for our visitors and athletes,” comments Dr. Campbell. “We could have made these improvements years ago, but the time wasn’t right. Now, we can look forward to seeing our students benefiting from an enhanced athletic experience, not just in the gym, or for organized sports but for all students to strength train and improve their physical health.”
As for the school’s new entrance, a streamlined secure experience will be welcomed by the administration. Roseberry concludes, “I have worked on many school improvement projects during my career, some of which were large projects, but sometimes they were small projects. These smaller improvements make a huge difference, especially when they benefit student security.”
The District looks forward to putting the new spaces to use in the 2022-2023 school year. They will be open to all students to benefit the whole student body.
To view more information and updated imagery on the construction process, visit the District’s website.
Get our newsletter with insights, events and tips.
Orange City Schools – High School RenovationOrange City Schools embarked on an ambitious renovation project to improve the safety, security, and accessibility of their high school, while also dramatically updating their athletic spaces.
Orange City Schools High School Renovation
Orange City Schools embarked on an ambitious renovation project to improve the safety, security, and accessibility of their high school, while also dramatically updating their athletic spaces. Construction for the $3.87-million-dollar project began in early 2022, was designed by ThenDesign Architecture and built by the Albert M. Higley Co. Spread across 15,000 sf, it incorporated a new secure vestibule at the school’s entrance and simultaneously redesigning several athletic spaces, some of which were built in the 1950’s, to create a modern athletic environment for students.
New spaces from the renovation include a professional training room, weightlifting space, a fitness and agility room, a collaboration and media space, and new locker rooms. The high school’s new entrance provides a greater presence at the front of the building and improves student entry and guest access.
“The new front entrance to Orange High School will provide a more secure and efficient entry for students, staff, and community members while giving the building a distinguished appearance,” said Dr. Lynn Campbell, Superintendent of Schools.
“The improvements to the athletic spaces will better serve our student-athletes of today and into the future. The much-needed redesign will modernize these outdated areas and make them more accessible.”
The full renovation project is scheduled to be completed for the 2022-2023 school year.
Renderings of the renovated spaces in Orange High School
“We can look forward to seeing our students benefiting from an enhanced athletic experience, not just in the gym, or for organized sports but for all students to strength train and improve their physical health.”
Dr. Lynn Campbell
Superintendent of Orange City Schools
Project History
“Over the last several years, other renovations and repairs took precedence in the high school.” commented Ted Roseberry, director of operations for Orange City Schools, “We replaced roof trusses in the media center, auditorium, commons, and indoor pool while also making significant upgrades to those learning areas to better accommodate students and staff.”
However in 2019 and 2020, after a pause during the Covid-19 pandemic, the District decided to move forward with this project.
Board president, Scott Bilsky remarked, “This project has been discussed for many years. It is our hope these facility upgrades will serve the needs of current and future Orange students for years to come. “
First built in 1924, the original Orange Schools building received renovations and additions over the years which ultimately led to the inclusion of an auditorium, varsity gymnasium, and other athletic areas in the 1950s. When the original building was replaced with the current high school in 1973, those areas were retained. One of the larger spaces being repurposed in this renovation is the girl’s locker room, built in 1957.
“It was like ‘walking back in time’ when you went into these areas of the building,” commented Roseberry. “The old locker room was large with a lot of wasted space, but now we can put all of it to good use.”
By providing a variety of new training spaces, the District hopes to improve the entire athletic experience.
“We will have a more professional environment and a clean, crisp-looking environment for our students, bringing them into the modern age,” said Dr. Campbell. “All team sports have something to gain from the new upgrades. We’ll have better-allocated space for our teams in all seasons. Hundreds of student-athletes will benefit from our facilities.”
The District is spending $3.87 million on the project, which they have been saving for renovations of this sort through the District’s Permanent Improvement fund.
The new secure vestibule at Orange High School showcases the school’s entrance. Since the building is wide, it has been difficult sometimes for visitors to identify the main entrance. The vestibule serves as a focal point for the building and provides a greater presence on the site. It is also easier to control access for students during the morning and evening. A separate guest entrance will be used during the school day for visitor sign-in.
Details of the new entrance, Locker Rooms and Media Room
“This project has been discussed for many years. It is our hope these facility upgrades will serve the needs of current and future Orange students for years to come.”
Scott Bilsky
Board of Education President
Athletic Spaces
Students and staff can look forward to a variety of new spaces that will positively affect athletes in all sports.
Professional Training Room – Formerly the old girl’s locker room, the Professional Training Room will house equipment that promotes agility and cardiovascular exercise. It includes private restrooms, a trainer’s office, and clinic space.
Weight Room – The second half of the original girl’s locker room, construction professionals rerouted plumbing from existing showers and roof drains to create the new weight room. The space features clerestory lighting, that creates a clean, open environment, and will house a variety of weight racks and plates for weightlifting and strength training
Agility and Fitness Room – This double-height space, located near the competition gymnasium, features a variety of equipment all focused on improving athletes’ agility. It includes spaces for medicine balls, step ladders, chin-up bars, and weighted ropes. The purpose of the space is to improve athletes’ overall health and flexibility.
Locker Rooms – The school’s locker rooms are also being reprogrammed and refreshed. The new locker rooms will include coaches’ offices, showers, lockers, and small meeting space. Each locker room is adjacent to the competition gym and connected by a door that can be opened to create one space if necessary. It will also include equipment storage and access to the exterior.
Media Room – Created from a second-floor wrestling room, the school’s new Athletic Media Room provides open collaborative space for coaches and athletes and is equipped with technology for game reviews, and space to conduct team building exercises.
Details of the new Fitness and Agility Room, Professional Training Room and Weight Room
“I have worked on many school improvement projects during my career, some of which were large projects, but sometimes they were small projects. These smaller improvements make a huge difference, especially when they benefit student security.”
Ted Roseberry
Director of Operations
Orange City Schools – High School Renovation – A Better Student Experience
“Overall, the changes we are making to the high school will create a better experience for our visitors and athletes,” comments Dr. Campbell. “We could have made these improvements years ago, but the time wasn’t right. Now, we can look forward to seeing our students benefiting from an enhanced athletic experience, not just in the gym, or for organized sports but for all students to strength train and improve their physical health.”
As for the school’s new entrance, a streamlined secure experience will be welcomed by the administration. Roseberry concludes, “I have worked on many school improvement projects during my career, some of which were large projects, but sometimes they were small projects. These smaller improvements make a huge difference, especially when they benefit student security.”
The District looks forward to putting the new spaces to use in the 2022-2023 school year. They will be open to all students to benefit the whole student body.
To view more information and updated imagery on the construction process, visit the District’s website.
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Rock Fest at Bolich Middle SchoolThe team isn’t just working on drawings and cost estimates for the new building. Scott Alleman, project manager for the new school commented, “While we are working really hard to make deadlines, every once in a while, we take a break from our desks to engage with students during the process.”
Bolich Rock Fest
On May 24th, during “Rock Fest” at Bolich Middle School, designers met with two groups of 6th graders to explain the importance of geotechnical borings. Project Manager Scott Alleman for the new Cuyahoga Falls 6-12 school commented, “Understanding the soil makeup and how it supports new buildings is an integral part of the design and construction process.”
The team isn’t just working on drawings and cost estimates for the new building though. “While we are working really hard to make deadlines, every once in a while, we take a break from our desks to engage with students during the process.”
“I am really excited to explain this process to them, I am not a geotechnical engineer, but I think we can make it relatable and fun.”
Scott Alleman
Project Manager
Rock Fest and Soil Borings
“Rock Fest” was an event hosted in Bolich Middle school, where educators in the science fields focused on earth science, rocks, and soil for several days towards the end of the school year. The timing tied in well with the design and construction process of the new school.
Recently consultants were conducting soil borings on the new campus site to better understand how the soil on the site will affect construction. If soil can’t support the building, then expensive stabilization methods will need to be used.
“Without the proper soil support, the building could collapse. Having a good foundation, ensures it will stand for a very long time.” Each session ended with groups of students making their own soil sample.
“I am really excited to explain this process to them, I am not a geotechnical engineer, but I think we can make it relatable and fun.”
Students at Bolich Middle School had an opportunity to “model” a soil sample and better understand their project site.
“While we are working really hard to make deadlines, every once in a while, we take a break from our desks to engage with students during the process.”
Scott Alleman
Project Manager
After the session, students asked questions about the size, design, and layout of their new school. Questions ranged from the building’s cost, to how they will enter, to whether it will have air conditioning. Students enjoyed proposing new names for the school and are looking forward to seeing further work on the Bolich site this fall.
Scott concludes, “I think it’s important to teach students about everything that goes into their new school. It’s a big change for the District, and these sorts of opportunities make the process more real to them.”
Attending classes were all in 6th grade. They will be the first high school class to use the new building.
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Rock Fest at Bolich Middle SchoolThe team isn’t just working on drawings and cost estimates for the new building. Scott Alleman, project manager for the new school commented, “While we are working really hard to make deadlines, every once in a while, we take a break from our desks to engage with students during the process.”
Bolich Rock Fest
On May 24th, during “Rock Fest” at Bolich Middle School, designers met with two groups of 6th graders to explain the importance of geotechnical borings. Project Manager Scott Alleman for the new Cuyahoga Falls 6-12 school commented, “Understanding the soil makeup and how it supports new buildings is an integral part of the design and construction process.”
The team isn’t just working on drawings and cost estimates for the new building though. “While we are working really hard to make deadlines, every once in a while, we take a break from our desks to engage with students during the process.”
“I am really excited to explain this process to them, I am not a geotechnical engineer, but I think we can make it relatable and fun.”
Scott Alleman
Project Manager
Rock Fest and Soil Borings
“Rock Fest” was an event hosted in Bolich Middle school, where educators in the science fields focused on earth science, rocks, and soil for several days towards the end of the school year. The timing tied in well with the design and construction process of the new school.
Recently consultants were conducting soil borings on the new campus site to better understand how the soil on the site will affect construction. If soil can’t support the building, then expensive stabilization methods will need to be used.
“Without the proper soil support, the building could collapse. Having a good foundation, ensures it will stand for a very long time.” Each session ended with groups of students making their own soil sample.
“I am really excited to explain this process to them, I am not a geotechnical engineer, but I think we can make it relatable and fun.”
Students at Bolich Middle School had an opportunity to “model” a soil sample and better understand their project site.
“While we are working really hard to make deadlines, every once in a while, we take a break from our desks to engage with students during the process.”
Scott Alleman
Project Manager
After the session, students asked questions about the size, design, and layout of their new school. Questions ranged from the building’s cost, to how they will enter, to whether it will have air conditioning. Students enjoyed proposing new names for the school and are looking forward to seeing further work on the Bolich site this fall.
Scott concludes, “I think it’s important to teach students about everything that goes into their new school. It’s a big change for the District, and these sorts of opportunities make the process more real to them.”
Attending classes were all in 6th grade. They will be the first high school class to use the new building.
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Fairport Harbor EVSD Members Participate In An Educational Visioning SessionFairport Harbor EVSD administration members, educators, parents, and students attended an Educational Visioning Session hosted by ThenDesign Architecture.
On June 6th, Fairport Harbor EVSD administration members, educators, village services, parents, and students gathered to attend an Educational Visioning Session hosted by ThenDesign Architecture. This all-day session focused on collaboration and brainstorming on designs for their new school, its impact on the community, and how it will improve student’s education in the District.
Superintendent Domenic Paola commented: “Today, we came together with members of the community and stakeholders in this project to begin the process of creating a vision for this school.”
With over 70 in attendance, everyone had a say in the design activities throughout the day. “Collaboration is how we make progress in Fairport Harbor. I often refer to it as the engine that drives us. Everything we have accomplished in the District is a result of it, and with Visioning today, that is definitely the case.”
The new 116,000 sf PreK-12 will be located on the existing Harding High School site. It will replace the two aging buildings in the District and provide a modern educational environment better positioned to accommodate personalized student needs and foster learning and collaboration.
Today, we came together with members of the community and stakeholders in this project to begin the process of creating a vision for this school.
Domenic Paolo
Superintendent of Fairport Harbor EVSD
Visioning Process
The day was broken up into various exercises geared towards educating stakeholders on the challenges and successes of existing facilities and drawing out their feedback on design priorities. Attendees experimented with spatial relationships inside the building and attempted to organize the major building sections on the site.
Early in the day, principals from Fairport Harbor, Katie Rumbarger, the Harding High School Principal, and Heidi Elmore, the McKinley Elementary School Principal, covered limitations of the over 100-year-old buildings, then the Superintendent, followed by encouraging attendees to think differently about how different sized spaces can be better used for personalized learning. This stands in contrast to having the same-sized classrooms throughout. Programs such as art, technology, and robotics can all benefit from this.
Fairport Harbor EVSD Visioning Session
Students will have state-of-the-art facilities which will help individual students go farther in their education … I wish I had those same opportunities with technology and specialized learning. Perhaps I would have gone farther, but now, I am determined to provide that for others.”
William Lukshaw
School Board Board Member
Katie commented, “In our school District, we focus on personalized learning. We focus on what every student needs, and I feel like our spaces aren’t now adaptable for that.” Educators are looking forward to having different spaces to tailor their educational approach. “What we are doing in the classroom every day doesn’t fit our environment. So, by going through this process, we can personalize our spaces to fit the needs of our students.”
Scenes from the Fairport Harbor EVSD Visioning Session
Design Activities
Activities throughout the day were designed to build off one another, each informing the next activity in the layout of the new school. This information is invaluable to the architectural design process since it demonstrates the stakeholder priorities on spatial relationships, building massing, and space usage.
Heidi Elmore, Principal of McKinley Elementary, shared, “It was a great first step to get different people’s perspectives. This is a starting point but helpful to hear a variety of ideas and understand what is important to the different groups.”
Attendees were split up into tables of 8 and given the opportunity to organize the interior layout of the school. Using paper cutouts scaled in relation to each other and the new school, the groups discussed how the pieces could be arranged to best suit how they saw the school functioning. They then reported the decision to the group and took questions from designers. This activity was designed to spark conversation about how they saw spaces interacting in their PreK-12 school.
Another activity allowed the groups to arrange that spatial diagram in 3D. Using colored blocks representing the school program’s square footage, they try to fit their building on the site while maintaining the spatial relationships from the earlier activity. This was a challenge for many.
Also attending the meeting was the Village Mayor, chief of police, and fire chief, who provided input on safety and security issues, traffic flow, building a presence in a residential neighborhood, and the importance this project represented to the community.
Building Animation of the new PreK-12 School:
Next Steps
With Educational Visioning complete, the design team is compiling a summary of the day’s activities and outcome report to be viewed by the community. The outcomes of these activities help inform the new school’s design.
Many were optimistic about how this new building would help educators expand their current programs.
Bill Lukshaw, a Board of Education member deeply involved in the process, commented, “When I joined the Board, I wanted to make sure every student had the opportunity for a quality education. This new school building will further this mission.”
For students who are used to buildings over 100 years old, the upgraded environment and new technology will be a welcomed change.
“Students will have state-of-the-art facilities which will help individual students go farther in their education.” Reflecting on his time in school, Bill commented, “I wish I had those same opportunities with technology and specialized learning. Perhaps I would have gone farther, but now, I am determined to provide that for others.”
This summer, architects will begin the schematic design phase. During this phase, initial plans are developed, which can be used for cost estimation.
Later this fall, the team plans to engage with educators to better understand their individual needs for inclusion in the new plans.
Fairport Harbor EVSD Members Participate In An Educational Visioning SessionFairport Harbor EVSD administration members, educators, parents, and students attended an Educational Visioning Session hosted by ThenDesign Architecture.
On June 6th, Fairport Harbor EVSD administration members, educators, village services, parents, and students gathered to attend an Educational Visioning Session hosted by ThenDesign Architecture. This all-day session focused on collaboration and brainstorming on designs for their new school, its impact on the community, and how it will improve student’s education in the District.
Superintendent Domenic Paola commented: “Today, we came together with members of the community and stakeholders in this project to begin the process of creating a vision for this school.”
With over 70 in attendance, everyone had a say in the design activities throughout the day. “Collaboration is how we make progress in Fairport Harbor. I often refer to it as the engine that drives us. Everything we have accomplished in the District is a result of it, and with Visioning today, that is definitely the case.”
The new 116,000 sf PreK-12 will be located on the existing Harding High School site. It will replace the two aging buildings in the District and provide a modern educational environment better positioned to accommodate personalized student needs and foster learning and collaboration.
Today, we came together with members of the community and stakeholders in this project to begin the process of creating a vision for this school.
Domenic Paolo
Superintendent of Fairport Harbor EVSD
Visioning Process
The day was broken up into various exercises geared towards educating stakeholders on the challenges and successes of existing facilities and drawing out their feedback on design priorities. Attendees experimented with spatial relationships inside the building and attempted to organize the major building sections on the site.
Early in the day, principals from Fairport Harbor, Katie Rumbarger, the Harding High School Principal, and Heidi Elmore, the McKinley Elementary School Principal, covered limitations of the over 100-year-old buildings, then the Superintendent, followed by encouraging attendees to think differently about how different sized spaces can be better used for personalized learning. This stands in contrast to having the same-sized classrooms throughout. Programs such as art, technology, and robotics can all benefit from this.
Fairport Harbor EVSD Visioning Session
Students will have state-of-the-art facilities which will help individual students go farther in their education … I wish I had those same opportunities with technology and specialized learning. Perhaps I would have gone farther, but now, I am determined to provide that for others.”
William Lukshaw
School Board Board Member
Katie commented, “In our school District, we focus on personalized learning. We focus on what every student needs, and I feel like our spaces aren’t now adaptable for that.” Educators are looking forward to having different spaces to tailor their educational approach. “What we are doing in the classroom every day doesn’t fit our environment. So, by going through this process, we can personalize our spaces to fit the needs of our students.”
Scenes from the Fairport Harbor EVSD Visioning Session
Design Activities
Activities throughout the day were designed to build off one another, each informing the next activity in the layout of the new school. This information is invaluable to the architectural design process since it demonstrates the stakeholder priorities on spatial relationships, building massing, and space usage.
Heidi Elmore, Principal of McKinley Elementary, shared, “It was a great first step to get different people’s perspectives. This is a starting point but helpful to hear a variety of ideas and understand what is important to the different groups.”
Attendees were split up into tables of 8 and given the opportunity to organize the interior layout of the school. Using paper cutouts scaled in relation to each other and the new school, the groups discussed how the pieces could be arranged to best suit how they saw the school functioning. They then reported the decision to the group and took questions from designers. This activity was designed to spark conversation about how they saw spaces interacting in their PreK-12 school.
Another activity allowed the groups to arrange that spatial diagram in 3D. Using colored blocks representing the school program’s square footage, they try to fit their building on the site while maintaining the spatial relationships from the earlier activity. This was a challenge for many.
Also attending the meeting was the Village Mayor, chief of police, and fire chief, who provided input on safety and security issues, traffic flow, building a presence in a residential neighborhood, and the importance this project represented to the community.
Building Animation of the new PreK-12 School:
Next Steps
With Educational Visioning complete, the design team is compiling a summary of the day’s activities and outcome report to be viewed by the community. The outcomes of these activities help inform the new school’s design.
Many were optimistic about how this new building would help educators expand their current programs.
Bill Lukshaw, a Board of Education member deeply involved in the process, commented, “When I joined the Board, I wanted to make sure every student had the opportunity for a quality education. This new school building will further this mission.”
For students who are used to buildings over 100 years old, the upgraded environment and new technology will be a welcomed change.
“Students will have state-of-the-art facilities which will help individual students go farther in their education.” Reflecting on his time in school, Bill commented, “I wish I had those same opportunities with technology and specialized learning. Perhaps I would have gone farther, but now, I am determined to provide that for others.”
This summer, architects will begin the schematic design phase. During this phase, initial plans are developed, which can be used for cost estimation.
Later this fall, the team plans to engage with educators to better understand their individual needs for inclusion in the new plans.
Kent City Schools – Athletic Facilities TourSuperintendent George Joseph provides a “sneak peek” into the new athletic facilities that are slated to be completed in the fall of 2022. This virtual tour shows the construction of the buildings and outlines the benefits that they will bring to the District.
Kent City Schools – Athletic Facilities Tour
Kent City Schools is a District in Northeast Ohio serving over 3,000 students. In the spring of 2020, a $25 million “No New Tax” construction bond was passed and is being used to make improvements to each school in the community. While the safety, security and educational environment is being enhanced in each building, another component of the project is improving the athletic facilities at Theodore Roosevelt High School.
Superintendent George Joseph gives a virtual tour of the construction progress and outlines the benefits these spaces bring to the District.
A tour given by the superintendent of the new Theodore Roosevelt Athletic Addition
“Right now, the education we are providing our students is excellent, but our facilities don’t always match what we are providing. This new athletic facility, along with the other building improvements, will match the education we’re providing to our students.”
George Joseph
Superintendent of Kent City Schools
Bond Passage and Vision
Leading up to construction, Kent City Schools partnered with ThenDesign Architecture to create an educational masterplan for the district. This extensive process allowed the administration and planners to work together, identifying the needs and opportunities for each school facility.
Then with the passage of the Bond, it allowed the District to move forward with their facilities plans.
Gratefully, George Joseph, the Superintendent of Kent Schools, stated: “Our “No New Tax” Bond Issue is a unique opportunity for Kent citizens to improve our facilities without raising taxes. Although we constantly maintain and repair our facilities, the district has not had the funding to make substantial building improvements or additions in the last 20 years.”
Mr. Joseph has been a tireless advocate for students and educators in the Kent school system, “Our educators care deeply about students and their academic and emotional success. We are grateful for the support of the Kent community.”
A tour given by the superintendent of the new Roosevelt Stadium Field House
“The new gymnasium complex, stadium synthetic turf and new field house will be a dramatic change at the Theodore Roosevelt High School.”
Brad Gellert
Architect
Improved Athletic Facilities
Construction is underway on Theodore Roosevelt High School, with upgrades to its athletic facilities.
The high school gains a 14,000 sf addition on its north side, which includes a new competition gymnasium, entryway, ticket booth, concession stand, athletic storage, locker rooms and an 1,800 sf multipurpose space to be used for wrestling in the winter season.
Cheryl Fisher, an educational planner for TDA who worked closely on this project noted: “They’re one of the few districts of this size and enrollment that only has one gym. They are challenged when trying to fit all the activities scheduled during the day and night during game seasons. Now, multiple activities can take place simultaneously.”
In addition, a new synthetic turf field was installed last summer, and an adjacent field house is being built which includes a concession stand, public restrooms, “spirit shop,” varsity team locker rooms and training room is included. The stadium also received an upgraded sound system and lighting improvements.
Scenes from the construction update at Theodore Roosevelt High School and the new field house
“Kent is one of the few districts of this size and enrollment that only has one gym. They are challenged when trying to fit all the activities scheduled during the day and night during game seasons. Now, multiple activities can take place simultaneously.”
Cheryl Fisher
Educational Planner
Athletic Facilities Tour
“I am pleased to bring a “sneak peek” of these buildings to the community and can’t wait to see our athletes put them to use,” commented Mr. Joseph.
An athletic facilities tour is one way to give everyone a glimpse of these important spaces before they open.
“Right now, the education we are providing our students is excellent, but our facilities don’t match what we are providing,” Mr. Joseph states. “This new athletic facility, along with the other District-wide improvements, will match the education we’re providing to our students.”
Construction will be completed this fall with the new facilities open for the upcoming school year.
Kent City Schools – Athletic Facilities TourSuperintendent George Joseph provides a “sneak peek” into the new athletic facilities that are slated to be completed in the fall of 2022. This virtual tour shows the construction of the buildings and outlines the benefits that they will bring to the District.
Kent City Schools – Athletic Facilities Tour
Kent City Schools is a District in Northeast Ohio serving over 3,000 students. In the spring of 2020, a $25 million “No New Tax” construction bond was passed and is being used to make improvements to each school in the community. While the safety, security and educational environment is being enhanced in each building, another component of the project is improving the athletic facilities at Theodore Roosevelt High School.
Superintendent George Joseph gives a virtual tour of the construction progress and outlines the benefits these spaces bring to the District.
A tour given by the superintendent of the new Theodore Roosevelt Athletic Addition
“Right now, the education we are providing our students is excellent, but our facilities don’t always match what we are providing. This new athletic facility, along with the other building improvements, will match the education we’re providing to our students.”
George Joseph
Superintendent of Kent City Schools
Bond Passage and Vision
Leading up to construction, Kent City Schools partnered with ThenDesign Architecture to create an educational masterplan for the district. This extensive process allowed the administration and planners to work together, identifying the needs and opportunities for each school facility.
Then with the passage of the Bond, it allowed the District to move forward with their facilities plans.
Gratefully, George Joseph, the Superintendent of Kent Schools, stated: “Our “No New Tax” Bond Issue is a unique opportunity for Kent citizens to improve our facilities without raising taxes. Although we constantly maintain and repair our facilities, the district has not had the funding to make substantial building improvements or additions in the last 20 years.”
Mr. Joseph has been a tireless advocate for students and educators in the Kent school system, “Our educators care deeply about students and their academic and emotional success. We are grateful for the support of the Kent community.”
A tour given by the superintendent of the new Roosevelt Stadium Field House
“The new gymnasium complex, stadium synthetic turf and new field house will be a dramatic change at the Theodore Roosevelt High School.”
Brad Gellert
Architect
Improved Athletic Facilities
Construction is underway on Theodore Roosevelt High School, with upgrades to its athletic facilities.
The high school gains a 14,000 sf addition on its north side, which includes a new competition gymnasium, entryway, ticket booth, concession stand, athletic storage, locker rooms and an 1,800 sf multipurpose space to be used for wrestling in the winter season.
Cheryl Fisher, an educational planner for TDA who worked closely on this project noted: “They’re one of the few districts of this size and enrollment that only has one gym. They are challenged when trying to fit all the activities scheduled during the day and night during game seasons. Now, multiple activities can take place simultaneously.”
In addition, a new synthetic turf field was installed last summer, and an adjacent field house is being built which includes a concession stand, public restrooms, “spirit shop,” varsity team locker rooms and training room is included. The stadium also received an upgraded sound system and lighting improvements.
Scenes from the construction update at Theodore Roosevelt High School and the new field house
“Kent is one of the few districts of this size and enrollment that only has one gym. They are challenged when trying to fit all the activities scheduled during the day and night during game seasons. Now, multiple activities can take place simultaneously.”
Cheryl Fisher
Educational Planner
Athletic Facilities Tour
“I am pleased to bring a “sneak peek” of these buildings to the community and can’t wait to see our athletes put them to use,” commented Mr. Joseph.
An athletic facilities tour is one way to give everyone a glimpse of these important spaces before they open.
“Right now, the education we are providing our students is excellent, but our facilities don’t match what we are providing,” Mr. Joseph states. “This new athletic facility, along with the other District-wide improvements, will match the education we’re providing to our students.”
Construction will be completed this fall with the new facilities open for the upcoming school year.
Fairport Harbor EVSD Moves Forward With Design of New SchoolOn May 10th, members of the Fairport Harbor Exempted Village School District, the Fairport Harbor Public Library, and community members gathered to hear about the design process for the new 116,000 sf, $50 million Prek-12 school.
Fairport Harbor Exempted Village Schools Moves Forward With Design of New PreK-12 School
The new 116,000 sf school will be located on the existing site for Harding High School. The $50 million dollar project will serve as a PreK-12 school, consolidating the existing high school, junior high and elementary into one building. It will include a new Fairport Harbor Public Library which will be attached to the main building and is tentatively scheduled to open for the 2025-2026 school year.
“This has been an exciting time for me, it has been a dream of mine for years to get to this point. Our architects, ThenDesign Architecture, worked with us in planning for this bond issue and are ready to start designing our new school.”
Domenic Paolo
Superintendent of Fairport Harbor EVSD
Roots of the Fairport Harbor School Construction Project
The District embarked on this project almost 5 years ago in 2017, as they began exploring options for new facilities.
Domenic Paolo, superintendent of Fairport Harbor Schools commented, “This has been an exciting time for me, it has been a dream of mine for years to get to this point. Our architects, ThenDesign Architecture, worked with us in planning for this bond issue and are ready to start designing our new school.”
At the outset of the project, a master planning process set the vision for this project.
The first meeting, held in February of 2017 which was led by the district administration and board members, was attended by 37 stakeholders from the community. The group began to explore options to replace the District’s aging infrastructure and then communicate on the District’s needs.
As an initial step, TDA was hired to validate the District’s building assessments from 2008. This validation process included tours of the buildings for deficiencies, identifying the costs to correct any issues, and then incorporating those findings into the official Ohio Facilities Construction Commission (OFCC) assessment reports. If the cost to renovate is over 2/3 the cost of new construction, then the OFCC recommends new construction.
Considering the age and necessary repairs to the two schools, the District decided to pursue new construction.
Throughout 2018-2021, TDA and the facility committee explored a variety of site and master plan options for the new consolidated school. Although some sites seemed to offer greater advantages, such as flat ample acreage, there were usually other challenges associated, such as presence of hazardous materials, which ruled out feasibility.
Ultimately, the existing Harding High School site was deemed as the most appropriate site.
To view the full meeting, view the video below:
“The plan is to use the existing high school and middle school building during the two years of construction, then demolish the old building once the new building is complete.”
Adam Parris
Architect
Developing Plans
A careful and thoughtful plan was developed and vetted by key stakeholders which included the facility planning committee, the District, TDA, and the OFCC. In fact, OFCC Senior Planner, Bill Prenosil commended the in-depth plan, noting that the project “was likely the most complex, but well thought out planning effort he has worked on to-date.”
In November 2021, the Fairport Harbor School District passed a bond issue to generate $5 million dollars which would go towards the construction of a new PreK-12 school. By participating with the State of Ohio through the Ohio Facilities Construction Commission, the District qualified for state assistance, to fund 93% of the total school construction.
At the May 10th meeting, Cheryl Fisher, an educational planner with TDA commented, “I want to give you what we hope is really exciting news. When we passed the bond in November 2021, we weren’t anticipating the state to provide their 93% for another year or two or three.”
This could mean that the District would construct a small portion of the building, then wait for state funding to construct the remaining portion.
Fisher continues “What we have heard since then is that all of the “stages are set” and we are hopeful for the OFCC funding to come in as early as July 2022. So, that eliminates the need to do a segmented portion of the project, and we can do the entire design of the PreK-12 project at once. That’s very, very exciting news for the community.”
If the OFCC fully funds the project in July, the new school will be built all at once, instead of phasing the construction over several years.
Project Site
The new school will be constructed on the existing site of Harding High School.
Adam Parris, project manager for the new school commented, “The plan is to use the existing high school and middle school building during the two years of construction, then demolish the old building once the new building is complete.”
This is common for projects built near existing schools.
Parris continues, “Students won’t be using a “swing space” or be moved off campus during the project. Construction and education will happen on the same site for two years.”
Formal traffic and site studies will be carried out at the beginning of the project to ensure feasibility of construction on this site.
“This is a challenging site, as you can see, the existing school takes up a portion of the site and the gym addition is facing the football field. We’re fairly limited to what we can do. As architects, we love challenges, and this site has its fair share of challenges for us to work with.”
Despite a challenging construction climate, the team is confident the school and library project will fit on the site and work within the budget established.
To view the presentation, access the information below:
Next Steps
An Educational Visioning Session is a collaborative event that will be held at the end of the school year. Its purpose is to allow architects, the School District and key stakeholders to imagine the ways a new school facility can provide a better educational environment. Information is gathered to establish project goals, design challenges and priorities, along with providing a glimpse into how these new spaces will further the school district’s curriculum.
A detailed report will be released after this event on the District’s website.
Then, over the summer, the design team will be spending time putting together building components and initial plans for the new school with educator and community engagements planned for the fall of 2022. This crucial feedback informs the overall layout and design of the new school.
Fairport Harbor EVSD Moves Forward With Design of New SchoolOn May 10th, members of the Fairport Harbor Exempted Village School District, the Fairport Harbor Public Library, and community members gathered to hear about the design process for the new 116,000 sf, $50 million Prek-12 school.
Fairport Harbor Exempted Village Schools Moves Forward With Design of New PreK-12 School
The new 116,000 sf school will be located on the existing site for Harding High School. The $50 million dollar project will serve as a PreK-12 school, consolidating the existing high school, junior high and elementary into one building. It will include a new Fairport Harbor Public Library which will be attached to the main building and is tentatively scheduled to open for the 2025-2026 school year.
“This has been an exciting time for me, it has been a dream of mine for years to get to this point. Our architects, ThenDesign Architecture, worked with us in planning for this bond issue and are ready to start designing our new school.”
Domenic Paolo
Superintendent of Fairport Harbor EVSD
Roots of the Fairport Harbor School Construction Project
The District embarked on this project almost 5 years ago in 2017, as they began exploring options for new facilities.
Domenic Paolo, superintendent of Fairport Harbor Schools commented, “This has been an exciting time for me, it has been a dream of mine for years to get to this point. Our architects, ThenDesign Architecture, worked with us in planning for this bond issue and are ready to start designing our new school.”
At the outset of the project, a master planning process set the vision for this project.
The first meeting, held in February of 2017 which was led by the district administration and board members, was attended by 37 stakeholders from the community. The group began to explore options to replace the District’s aging infrastructure and then communicate on the District’s needs.
As an initial step, TDA was hired to validate the District’s building assessments from 2008. This validation process included tours of the buildings for deficiencies, identifying the costs to correct any issues, and then incorporating those findings into the official Ohio Facilities Construction Commission (OFCC) assessment reports. If the cost to renovate is over 2/3 the cost of new construction, then the OFCC recommends new construction.
Considering the age and necessary repairs to the two schools, the District decided to pursue new construction.
Throughout 2018-2021, TDA and the facility committee explored a variety of site and master plan options for the new consolidated school. Although some sites seemed to offer greater advantages, such as flat ample acreage, there were usually other challenges associated, such as presence of hazardous materials, which ruled out feasibility.
Ultimately, the existing Harding High School site was deemed as the most appropriate site.
To view the full meeting, view the video below:
“The plan is to use the existing high school and middle school building during the two years of construction, then demolish the old building once the new building is complete.”
Adam Parris
Architect
Developing Plans
A careful and thoughtful plan was developed and vetted by key stakeholders which included the facility planning committee, the District, TDA, and the OFCC. In fact, OFCC Senior Planner, Bill Prenosil commended the in-depth plan, noting that the project “was likely the most complex, but well thought out planning effort he has worked on to-date.”
In November 2021, the Fairport Harbor School District passed a bond issue to generate $5 million dollars which would go towards the construction of a new PreK-12 school. By participating with the State of Ohio through the Ohio Facilities Construction Commission, the District qualified for state assistance, to fund 93% of the total school construction.
At the May 10th meeting, Cheryl Fisher, an educational planner with TDA commented, “I want to give you what we hope is really exciting news. When we passed the bond in November 2021, we weren’t anticipating the state to provide their 93% for another year or two or three.”
This could mean that the District would construct a small portion of the building, then wait for state funding to construct the remaining portion.
Fisher continues “What we have heard since then is that all of the “stages are set” and we are hopeful for the OFCC funding to come in as early as July 2022. So, that eliminates the need to do a segmented portion of the project, and we can do the entire design of the PreK-12 project at once. That’s very, very exciting news for the community.”
If the OFCC fully funds the project in July, the new school will be built all at once, instead of phasing the construction over several years.
Project Site
The new school will be constructed on the existing site of Harding High School.
Adam Parris, project manager for the new school commented, “The plan is to use the existing high school and middle school building during the two years of construction, then demolish the old building once the new building is complete.”
This is common for projects built near existing schools.
Parris continues, “Students won’t be using a “swing space” or be moved off campus during the project. Construction and education will happen on the same site for two years.”
Formal traffic and site studies will be carried out at the beginning of the project to ensure feasibility of construction on this site.
“This is a challenging site, as you can see, the existing school takes up a portion of the site and the gym addition is facing the football field. We’re fairly limited to what we can do. As architects, we love challenges, and this site has its fair share of challenges for us to work with.”
Despite a challenging construction climate, the team is confident the school and library project will fit on the site and work within the budget established.
To view the presentation, access the information below:
Next Steps
An Educational Visioning Session is a collaborative event that will be held at the end of the school year. Its purpose is to allow architects, the School District and key stakeholders to imagine the ways a new school facility can provide a better educational environment. Information is gathered to establish project goals, design challenges and priorities, along with providing a glimpse into how these new spaces will further the school district’s curriculum.
A detailed report will be released after this event on the District’s website.
Then, over the summer, the design team will be spending time putting together building components and initial plans for the new school with educator and community engagements planned for the fall of 2022. This crucial feedback informs the overall layout and design of the new school.
Progress Continues on Elementary Schools, Perry Local Schools In early 2020, the Perry community approved a bond levy to secure funds to build new elementary schools and perform needed renovations to the high school. The design and construction process face unprecedented challenges due to the Covid-19 pandemic but move forward with providing the best educational environment for Perry Local School students.
Progress on the Perry Local Schools Building Plans
In early 2020, the Perry Community approved a bond levy to secure funds to update their educational facilities. This came after an intensive engagement process where the Perry Local School District, educators, community members and design professionals gathered to outline goals for education in Perry Township. The community was clear– addressing the need for new elementary schools was the #1 priority.
Due to the successful bond passage, the District raised $85 million from the community which allowed them to secure funds from the state of Ohio, through the Ohio Facilities Construction Commission (OFCC), who agreed to provide another $80 million towards the project. While the total project is divided into phases, the first phase includes initial renovations to Perry High School and a plan to address the aging elementary schools in the District. At phase 2, when state money is distributed, then build a new middle school and complete the renovations to the Perry High School.
Despite the challenges posed by Covid-19 and material supply shortages, the District is moving forward with constructing new elementary schools, acting on promises made during the Bond campaign, and ensuring the best educational opportunities for students. The project is expected to break ground in the fall of 2022.
“We’ve learned relationships are important…in smaller schools it is easier to build a relationship with a young person. You have to build interpersonal positive relationships with kids for them to learn and grow.”
Scott Beatty
Superintendent at Perry Local Schools
The Foundation of the Plan
The District began laying the foundation for the building project in early 2017. They conducted a widespread survey to understand whether the community supported a project that addressed their facilities, and if so, which buildings were a priority. The results were clear, addressing the elementary schools was the #1 priority.
Soon after, the “Building Advisory Group” was formed. The group was comprised of thirty-four individuals who volunteered their time to examine master plans, funding sources, and the educational future of the District. It included township trustees, union representatives, current and former Board of Education members, parents, and educators.
Design and construction professionals then assessed District buildings. Their goal was to determine building needs, cost of renovations and structural soundness. Armed with this information, the Advisory Group examined around a dozen different facilities master plans with the OFCC.
An “educational master plan” is a document that presents different building configurations that would satisfy District needs. It takes into account District enrollment, building assessments, necessary square footage and identifies the amount that the state will co-fund for the project.
While the OFCC recommended consolidating elementaries into much larger buildings, with higher student counts, the community clearly favored solutions that kept student populations lower, in a more intimate setting.
Having received all this information, the District combined it into a phased plan that could create more efficient buildings, make improvements to every building in the District, and honor the community’s desire to address the elementary schools, maintaining their intimate, community-oriented feel.
To fund it, a bond issue was passed in 2020 on the first attempt.
“New facilities will definitely foster a love of learning among young students, because we’re modernizing very quickly. Upgrading our buildings, making a better learning space, and adapting to how the next generation of kids are learning will definitely help them.”
Perry High School Senior
Design Process
Since that time, administrators, educators, and design professionals have been preparing plans for three new elementary schools, located strategically across the community.
While the Covid-19 pandemic presented a challenge to the project, the team persisted through the process. They have conducted over 30 meetings and have been involved for countless hours designing the schools.
During the design process, the District assembled a “Building Focus Group” to provide feedback on the new elementary schools. One purpose of this group was to solicit the community’s feedback on how best to integrate the buildings into their neighborhood locations. Local educators, the Perry Historical Society, administrators, and others provided input on each building. One idea adopted from this group was to use the exterior design for each school to represent a different aspect of the community.
The new schools would each exemplify an aspect of the Perry community. Southway gives a nod to the area’s industrial history, Watson represents music and the arts and Lohr echoes the agricultural roots of the community.
The Building Focus Group also helped identified many important interior features. Some examples include:
An independent gymnasium and cafeteria space, which would bring much greater flexibility to the school’s master schedule
Separate the “community focused spaces” from academic areas to allow for easier community use in after school activities
Minimizing travel distance from classrooms to the restrooms, which is more efficient and reduces behavioral issues
Incorporate more natural light into the building, and create easy access to outdoor play spaces
“Concepts for the building’s exteriors were derived from meetings with members from the Perry historical society, local teachers, administrators, and people involved in the community. They all decided these are some of the elements that reflect who Perry is as a community.”
Ryan Schmit
Architect
Architectural Features
In each of the three buildings, the school is organized around a series of zones. The community focused zone includes the gymnasium, student dining, restroom facilities and media center. These are centrally located near the main entrance to provide easy access for community for after school activities. The gymnasium doubles as a performance space, with an included stage which is easily serviced by the school kitchen across the hall. The Media Center features flexible furniture for collaborative work, with two attached small group rooms. The academic zone is a two-story wing where classes are held. Classroom sizes are larger than the current facilities and banks of windows allow for more abundant natural light. Space is also dedicated for future expansion and special education. The zone for building administration is centrally located with areas for guidance counsellors, a health clinic, and staff offices. Safety and security is also enhanced by a secure vestibule which is connected to the main office for visitor check-ins.
In addition to the construction of 3 new elementary schools, the Perry High School is receiving targeted improvements. Starting this summer, the roof will be replaced to extend the life of this building. More updates are coming and will be announced as the project continues.
A tremendous amount of work has gone into the Perry Local Schools Building Project. After receiving feedback from educators, community members and design and construction professionals, these improvements and enhancements will best position the District for the years ahead.
The District will continue planning discussions in the hope of moving dirt the summer or fall of 2022. New developments and progress will be communicated via the District’s webpage. In addition, the District is interested in continuously seeking feedback and input from the community which can be directed to PerryFAQ@perrylocal.org.
The mission of Perry Local schools is, “To emphasize excellence in learning and provide opportunities for every child to realize his/her potential in a safe environment. To encourage students to become responsible, productive citizens and life-long learners.” Understanding the benefits these new schools will bring to the District, maintaining momentum on the project is necessary to provide students with the best educational environment possible.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Progress Continues on Elementary Schools, Perry Local Schools In early 2020, the Perry community approved a bond levy to secure funds to build new elementary schools and perform needed renovations to the high school. The design and construction process face unprecedented challenges due to the Covid-19 pandemic but move forward with providing the best educational environment for Perry Local School students.
Progress on the Perry Local Schools Building Plans
In early 2020, the Perry Community approved a bond levy to secure funds to update their educational facilities. This came after an intensive engagement process where the Perry Local School District, educators, community members and design professionals gathered to outline goals for education in Perry Township. The community was clear– addressing the need for new elementary schools was the #1 priority.
Due to the successful bond passage, the District raised $85 million from the community which allowed them to secure funds from the state of Ohio, through the Ohio Facilities Construction Commission (OFCC), who agreed to provide another $80 million towards the project. While the total project is divided into phases, the first phase includes initial renovations to Perry High School and a plan to address the aging elementary schools in the District. At phase 2, when state money is distributed, then build a new middle school and complete the renovations to the Perry High School.
Despite the challenges posed by Covid-19 and material supply shortages, the District is moving forward with constructing new elementary schools, acting on promises made during the Bond campaign, and ensuring the best educational opportunities for students. The project is expected to break ground in the fall of 2022.
“We’ve learned relationships are important…in smaller schools it is easier to build a relationship with a young person. You have to build interpersonal positive relationships with kids for them to learn and grow.”
Scott Beatty
Superintendent at Perry Local Schools
The Foundation of the Plan
The District began laying the foundation for the building project in early 2017. They conducted a widespread survey to understand whether the community supported a project that addressed their facilities, and if so, which buildings were a priority. The results were clear, addressing the elementary schools was the #1 priority.
Soon after, the “Building Advisory Group” was formed. The group was comprised of thirty-four individuals who volunteered their time to examine master plans, funding sources, and the educational future of the District. It included township trustees, union representatives, current and former Board of Education members, parents, and educators.
Design and construction professionals then assessed District buildings. Their goal was to determine building needs, cost of renovations and structural soundness. Armed with this information, the Advisory Group examined around a dozen different facilities master plans with the OFCC.
An “educational master plan” is a document that presents different building configurations that would satisfy District needs. It takes into account District enrollment, building assessments, necessary square footage and identifies the amount that the state will co-fund for the project.
While the OFCC recommended consolidating elementaries into much larger buildings, with higher student counts, the community clearly favored solutions that kept student populations lower, in a more intimate setting.
Having received all this information, the District combined it into a phased plan that could create more efficient buildings, make improvements to every building in the District, and honor the community’s desire to address the elementary schools, maintaining their intimate, community-oriented feel.
To fund it, a bond issue was passed in 2020 on the first attempt.
“New facilities will definitely foster a love of learning among young students, because we’re modernizing very quickly. Upgrading our buildings, making a better learning space, and adapting to how the next generation of kids are learning will definitely help them.”
Perry High School Senior
Design Process
Since that time, administrators, educators, and design professionals have been preparing plans for three new elementary schools, located strategically across the community.
While the Covid-19 pandemic presented a challenge to the project, the team persisted through the process. They have conducted over 30 meetings and have been involved for countless hours designing the schools.
During the design process, the District assembled a “Building Focus Group” to provide feedback on the new elementary schools. One purpose of this group was to solicit the community’s feedback on how best to integrate the buildings into their neighborhood locations. Local educators, the Perry Historical Society, administrators, and others provided input on each building. One idea adopted from this group was to use the exterior design for each school to represent a different aspect of the community.
The new schools would each exemplify an aspect of the Perry community. Southway gives a nod to the area’s industrial history, Watson represents music and the arts and Lohr echoes the agricultural roots of the community.
The Building Focus Group also helped identified many important interior features. Some examples include:
An independent gymnasium and cafeteria space, which would bring much greater flexibility to the school’s master schedule
Separate the “community focused spaces” from academic areas to allow for easier community use in after school activities
Minimizing travel distance from classrooms to the restrooms, which is more efficient and reduces behavioral issues
Incorporate more natural light into the building, and create easy access to outdoor play spaces
“Concepts for the building’s exteriors were derived from meetings with members from the Perry historical society, local teachers, administrators, and people involved in the community. They all decided these are some of the elements that reflect who Perry is as a community.”
Ryan Schmit
Architect
Architectural Features
In each of the three buildings, the school is organized around a series of zones. The community focused zone includes the gymnasium, student dining, restroom facilities and media center. These are centrally located near the main entrance to provide easy access for community for after school activities. The gymnasium doubles as a performance space, with an included stage which is easily serviced by the school kitchen across the hall. The Media Center features flexible furniture for collaborative work, with two attached small group rooms. The academic zone is a two-story wing where classes are held. Classroom sizes are larger than the current facilities and banks of windows allow for more abundant natural light. Space is also dedicated for future expansion and special education. The zone for building administration is centrally located with areas for guidance counsellors, a health clinic, and staff offices. Safety and security is also enhanced by a secure vestibule which is connected to the main office for visitor check-ins.
In addition to the construction of 3 new elementary schools, the Perry High School is receiving targeted improvements. Starting this summer, the roof will be replaced to extend the life of this building. More updates are coming and will be announced as the project continues.
A tremendous amount of work has gone into the Perry Local Schools Building Project. After receiving feedback from educators, community members and design and construction professionals, these improvements and enhancements will best position the District for the years ahead.
The District will continue planning discussions in the hope of moving dirt the summer or fall of 2022. New developments and progress will be communicated via the District’s webpage. In addition, the District is interested in continuously seeking feedback and input from the community which can be directed to PerryFAQ@perrylocal.org.
The mission of Perry Local schools is, “To emphasize excellence in learning and provide opportunities for every child to realize his/her potential in a safe environment. To encourage students to become responsible, productive citizens and life-long learners.” Understanding the benefits these new schools will bring to the District, maintaining momentum on the project is necessary to provide students with the best educational environment possible.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Lexington 7-12 School – Academic Success Under One RoofIn 2019, Lexington Local Schools embarked on a journey to consolidate and redevelop their educational facilities. After a successful bond issue in 2018, combined with extensive educational planning, the district began designs for the new Lexington 7-12 school.
Lexington 7-12 School – Academic Success Under One Roof
In 2019, Lexington Local Schools embarked on a journey to consolidate and redevelop their educational facilities. After a successful bond issue in 2018, combined with extensive educational planning, the district began designs for the new Lexington 7-12 school. This 200,000sf project hosts grades 7-12, dividing them into two academic wings, 7-8 and 9-12. This state-of-the-art facility incorporates a variety of student-centered design principles including open collaborative and flexible spaces, alongside more traditional academic and classroom spaces. The building also houses a new performing arts center that seats 750 guests, 3 gymnasiums and collegiate level baseball and softball fields.
This $56 million dollar school is scheduled to open for the 2022-2023 academic year and will provide expanded educational opportunities for its 1,200 students.
“The district was adamant that academics were the number one focus, but they pride themselves in athletics and the arts.”
Scott Alleman
Architect
Educational Visioning – Setting the Right Goals
The average age of District buildings is 69 years old, and this aging infrastructure was increasingly difficult to maintain. The administration felt strongly that new facilities would put the district on a path to success It became clear it was time for the community to consider new school buildings.
In November 2018, district voters approved an 8.6-mill bond issue for $55.95 million to be used for construction costs associated with the project. Working together with the Ohio Facilities Construction Commission through the Expedited Local Partnership Program (ELPP), the district plans to consolidate their 5 existing school buildings into 2 buildings, a 7-12 school and pre-K-6 school. They began designs for the 7-12 building first.
With funding secured, design began in earnest with educational visioning in 2019. The Lexington School District met with educators, community members, and local leaders to determine their educational priorities for their new facilities.
Visioning combined with touring local schools allowed the administrators and designers to craft a layout that would suit the educational needs of the district.
Project architect, Scott Alleman commented “Lexington is a traditional community and they wanted to establish a forward-thinking model for education.” He continues, “They knew they didn’t simply want “double loaded corridors,” so we worked through a variety of layouts. It became clear what strategies would work best.”
Historical Significance and Layout
The Lexington Ohio community is proud of their rich history in education. The oldest school building in the district was built in the 1890’s and is a part of the existing Junior High School. This building is a patchwork of buildings and renovations built over the decades. The bulk of the school was built in 1930 with the 1890s school, now housing the history department. Major renovations in 1970 were the last major improvement. This along with other aging infrastructure prompted the district to take action. However, in recognition of this history, the district plans to salvage relics from the existing buildings and incorporate these pieces into key spaces of the new school.
During planning, the existing high school site was identified as the best location for the new school. This forced the district and design team to be efficient with spatial designs for the new building. Safety is a major consideration during construction as the new building is being built 30 feet away from the existing building. This allows the construction site to become a “real time” classroom for students as they watched their new school assembled right in front of them.
The high school wing occupies the northside of the building, while the junior high is located on the south side. They are joined together by an elongated student dining collaborative and transitions in flooring material and other interior finishes signify the transition between the two academic spaces.
While both academic wings are organized around collaborative learning spaces, the High School academic wing features a 2 story open collaborative space. Math and Science open to the collaborative space on the second floor, and English, World Languages and Social Studies open to the space on the first floor.
“Lexington is a traditional community and they wanted to establish a forward-thinking model for education.” They knew they didn’t simply want “double loaded corridors,” it became clear what strategies would work best.”
Scott Alleman
Architect
Arts and Athletics in the Lexington 7-12 School
“The district was adamant that academics were the number one focus, but they pride themselves in athletics and the arts.” At the educational visioning session, many in the community voiced support for these programs. “The music and arts programs are amazing and were a huge focus of the design process,” recalls Alleman, “they shone through in Educational Visioning and are received well in the community.”
A 750 seat Performing Arts Center and serves as a focal point for the arts program and joins to the student dining space. “This is one of the spaces that gets me really excited. When I stand on stage and look out, even though there aren’t seats yet, you can imagine what it will look like when it’s done” continues Alleman.
In addition to this, the athletic program is receiving a number of enhancements with the new facility.
Enhanced softball fields are located down the hill from the 7-12 building and are anchored by a concessions and storage building centered between the two fields. Each field features bleachers with a press box, mesh backstops and beautiful new scoreboards highlighted in purple and gold, the school’s colors. The fields are connected to the junior high school parking lot by a stairway and processional ramp that provides stunning views of the fields and site while also providing ADA access. The whole complex will provide a streamlined and engaging experience for visitors. These “collegiate level” fields will provide added athletic opportunities for Lexingtonâs baseball and softball programs.
The new facility also features 3 expanded gymnasiums–a high school competition gymnasium, an auxiliary gymnasium and a junior high school gymnasium. The competition gymnasium has seating capacity for 2,400 people with a mezzanine which will be used for wrestling practices and other activities.
Exciting Spaces / Move in and Next Steps
“I think I am most excited about the student dining space,” states Alleman, “It’s hard to picture now, since it isn’t far along, but entering into that 2-story space will be dramatic as you enter the building.”
Student Dining is central to the scheme, as it can be used by 400 students during lunch periods, connects the academic wings for the high school and junior high school and serves as the lobby for the Performing Arts Center and gymnasiums. “You can program the student dining space to support so many different functions, it’s how you economize the design and make the most of your budget.”
The student dining separates these public spaces from the more private, academic focused areas.
The Lexington 7-12 School is scheduled to be finished this summer and open for the 2022-2023 academic year. At that point, demolition of the existing high school will begin, with sitework finished by the summer of 2023.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
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Lexington 7-12 School – Academic Success Under One RoofIn 2019, Lexington Local Schools embarked on a journey to consolidate and redevelop their educational facilities. After a successful bond issue in 2018, combined with extensive educational planning, the district began designs for the new Lexington 7-12 school.
Lexington 7-12 School – Academic Success Under One Roof
In 2019, Lexington Local Schools embarked on a journey to consolidate and redevelop their educational facilities. After a successful bond issue in 2018, combined with extensive educational planning, the district began designs for the new Lexington 7-12 school. This 200,000sf project hosts grades 7-12, dividing them into two academic wings, 7-8 and 9-12. This state-of-the-art facility incorporates a variety of student-centered design principles including open collaborative and flexible spaces, alongside more traditional academic and classroom spaces. The building also houses a new performing arts center that seats 750 guests, 3 gymnasiums and collegiate level baseball and softball fields.
This $56 million dollar school is scheduled to open for the 2022-2023 academic year and will provide expanded educational opportunities for its 1,200 students.
“The district was adamant that academics were the number one focus, but they pride themselves in athletics and the arts.”
Scott Alleman
Architect
Educational Visioning – Setting the Right Goals
The average age of District buildings is 69 years old, and this aging infrastructure was increasingly difficult to maintain. The administration felt strongly that new facilities would put the district on a path to success It became clear it was time for the community to consider new school buildings.
In November 2018, district voters approved an 8.6-mill bond issue for $55.95 million to be used for construction costs associated with the project. Working together with the Ohio Facilities Construction Commission through the Expedited Local Partnership Program (ELPP), the district plans to consolidate their 5 existing school buildings into 2 buildings, a 7-12 school and pre-K-6 school. They began designs for the 7-12 building first.
With funding secured, design began in earnest with educational visioning in 2019. The Lexington School District met with educators, community members, and local leaders to determine their educational priorities for their new facilities.
Visioning combined with touring local schools allowed the administrators and designers to craft a layout that would suit the educational needs of the district.
Project architect, Scott Alleman commented “Lexington is a traditional community and they wanted to establish a forward-thinking model for education.” He continues, “They knew they didn’t simply want “double loaded corridors,” so we worked through a variety of layouts. It became clear what strategies would work best.”
Historical Significance and Layout
The Lexington Ohio community is proud of their rich history in education. The oldest school building in the district was built in the 1890’s and is a part of the existing Junior High School. This building is a patchwork of buildings and renovations built over the decades. The bulk of the school was built in 1930 with the 1890s school, now housing the history department. Major renovations in 1970 were the last major improvement. This along with other aging infrastructure prompted the district to take action. However, in recognition of this history, the district plans to salvage relics from the existing buildings and incorporate these pieces into key spaces of the new school.
During planning, the existing high school site was identified as the best location for the new school. This forced the district and design team to be efficient with spatial designs for the new building. Safety is a major consideration during construction as the new building is being built 30 feet away from the existing building. This allows the construction site to become a “real time” classroom for students as they watched their new school assembled right in front of them.
The high school wing occupies the northside of the building, while the junior high is located on the south side. They are joined together by an elongated student dining collaborative and transitions in flooring material and other interior finishes signify the transition between the two academic spaces.
While both academic wings are organized around collaborative learning spaces, the High School academic wing features a 2 story open collaborative space. Math and Science open to the collaborative space on the second floor, and English, World Languages and Social Studies open to the space on the first floor.
“Lexington is a traditional community and they wanted to establish a forward-thinking model for education.” They knew they didn’t simply want “double loaded corridors,” it became clear what strategies would work best.”
Scott Alleman
Architect
Arts and Athletics in the Lexington 7-12 School
“The district was adamant that academics were the number one focus, but they pride themselves in athletics and the arts.” At the educational visioning session, many in the community voiced support for these programs. “The music and arts programs are amazing and were a huge focus of the design process,” recalls Alleman, “they shone through in Educational Visioning and are received well in the community.”
A 750 seat Performing Arts Center and serves as a focal point for the arts program and joins to the student dining space. “This is one of the spaces that gets me really excited. When I stand on stage and look out, even though there aren’t seats yet, you can imagine what it will look like when it’s done” continues Alleman.
In addition to this, the athletic program is receiving a number of enhancements with the new facility.
Enhanced softball fields are located down the hill from the 7-12 building and are anchored by a concessions and storage building centered between the two fields. Each field features bleachers with a press box, mesh backstops and beautiful new scoreboards highlighted in purple and gold, the school’s colors. The fields are connected to the junior high school parking lot by a stairway and processional ramp that provides stunning views of the fields and site while also providing ADA access. The whole complex will provide a streamlined and engaging experience for visitors. These “collegiate level” fields will provide added athletic opportunities for Lexingtonâs baseball and softball programs.
The new facility also features 3 expanded gymnasiums–a high school competition gymnasium, an auxiliary gymnasium and a junior high school gymnasium. The competition gymnasium has seating capacity for 2,400 people with a mezzanine which will be used for wrestling practices and other activities.
Exciting Spaces / Move in and Next Steps
“I think I am most excited about the student dining space,” states Alleman, “It’s hard to picture now, since it isn’t far along, but entering into that 2-story space will be dramatic as you enter the building.”
Student Dining is central to the scheme, as it can be used by 400 students during lunch periods, connects the academic wings for the high school and junior high school and serves as the lobby for the Performing Arts Center and gymnasiums. “You can program the student dining space to support so many different functions, it’s how you economize the design and make the most of your budget.”
The student dining separates these public spaces from the more private, academic focused areas.
The Lexington 7-12 School is scheduled to be finished this summer and open for the 2022-2023 academic year. At that point, demolition of the existing high school will begin, with sitework finished by the summer of 2023.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Cuyahoga Falls 6-12 Campus – Preliminary Design UnveiledOn Thursday January 13th, the community, school district and professionals from ThenDesign Architecture and Hammond Construction met to deliver an update on designs for the new 6-12 Campus.
On Thursday, January 13th, the community, school district and professionals from ThenDesign Architecture and Hammond Construction met to deliver an update on designs for the new 6-12 Campus. This presentation gave an overview of the schedule and provided a glimpse into key spaces for the new building. Inside the Cuyahoga Falls High School Auditorium, over 200 community members attended either in-person or online to hear the update and ask questions about the project.
The new $113 million, 365,000 square foot facility will serve grades 6-12 and was funded by a voter approved Bond-issue in 2019 along with funding from the state of Ohio, through the Ohio Facilities Construction Commission. The goal of the project is to create a facility that provides strong, innovative programs for students, a safe and secure learning environment, and work as a gathering place for the Cuyahoga Falls community.
At this event, conceptual renderings and a site plan were shown and discussed with the community.
Cuyahoga Falls 6-12 Campus Preliminary Site Plan
“This design puts academics first, and that’s the most important part of the project. We are building new facilities because we believe they will help us provide better education to our students.”
Anthony Gomez
Board of Education President
Project Timeline
In 2015, the Cuyahoga Falls City School District laid the foundation for future buildings by assembling a master plan. Planners examined the existing conditions of school buildings, student enrollment projections, and the needed square footage to serve future populations. This was then submitted to the OFCC in a report that is used to assess funding options for the District.
Then, in fall of 2019, community members approved a Bond issue that would provide $80.6 million for the project and the state would commit $33.6 million. As the Covid-19 pandemic swept the country in early 2020, the state froze funding for new projects and the team was forced to delay until early 2021.
This is when design officially started with Educational Visioning happening in April.
Cuyahoga Falls 6-12 Campus Project Timeline
“This project will mean the world for Cuyahoga Falls. This current building has been here a long time, and has its challenges. Having a new facility will be a huge shot in the arm for this community.”
Russell Chaboudy
Interim Superintendent of Cuyahoga Falls City School District
A Challenging Construction Environment
Due to the Covid-19 pandemic, construction material prices are inflated across the country. It is not unique to Cuyahoga Falls, or the state of Ohio. All school districts currently involved in a building improvement program have been affected. Supply chain shortages, labor scarcity and market conditions haven’t existed like this in recent history and challenge school construction projects everywhere.
In August of 2021, as schematic design was completed, TDA acquired two cost estimates for the project. One was from Hammond Construction, the Construction Manager at Risk and another from an independent provider. While both estimators agreed on costs, due to market conditions, initial designs were 20-25% over budget.
The team spent the next several months refining designs and making the building more efficient. A variety of design strategies were used to alleviate costs. A few examples of cost cutting measures included minimizing site work by incorporating the natural slope of the land in the stadium, reducing the building footprint by grouping some academic spaces into a 3-story structure rather than a 2-story structure and developing a more efficient building exterior. These modifications have lowered costs significantly from the initial estimate.
Board of Education President Anthony Gomez commented: “I think the community is concerned about the cost overages but recognizes the reality of the economic situation we’re in due to Covid-19.” He continues, “They feel that when you say something, you do something about it. We have to continue to look at our options that will make a difference in this project.”
While significant progress has been made on initial designs, the current 10% overage resulting from the Covid-19 pandemic is still being addressed.
“In Cuyahoga Falls we have always faced challenges; our current buildings present some of those. This building project is a big deal for us and we will do it right. And we have to make the public understand that we’re doing it for the benefit of future students.”
Cuyahoga Falls Resident
Moving Through Design Development
Over the last several months, the District and design team have been outlining three pathways to solve the budgetary challenge. All three elements will be pursued simultaneously and evaluated through the next two phases of design.
Examine alternate phasing and bid strategies for the locally funded initiatives (LFI’s). This means, bidding out locally funded initiatives separately, possibly at different times, to capitalize on construction efficiencies and capture potentially lower material prices when construction begins.
Identify additional funding options that may be available to the District to help with overages. This could include grants, additional funding by the state or creative methods of leasing equipment and other items during the construction process.
Continue to refine the current scheme in terms of design and construction methods to implement value engineering, making the school design as efficient as possible.
At this time, the building is being designed to its full scope, with all the academic elements of the building, along with the auditorium and stadium. By focusing on these 3 simultaneous pathways the District is hopeful to provide a path forward, solving the uniquely challenging budget conditions.
“I’m a Cuyahoga Falls graduate and now a freshman at Akron University and I think this is a really cool opportunity which is long overdue. I love the Falls, but I would love to see this plan built. It makes me want to go back to high school!”
Cuyahoga Falls Graduate
A Glimpse of Key Spaces in the Cuyahoga Falls 6-12 Campus
To better understand the site and design, the team developed a scaled model to display the current building scheme. This rough model has been a valuable tool to quickly assess site conditions, building massing, spatial relationships, and site visibility.
Interim Superintendent of Cuyahoga Falls City School District, Russell Chaboudy commented, “From my experience, a new building will bring people back to our schools and it creates new excitement for the teaching staff and students. I think it will benefit the student’s education and will mean so much to the kids in the community. You will see good things happening as a result.”
By working quickly between a massing model and conceptual renderings of the building, we can begin to imagine what the final building will look like. While imagery is still conceptual and being refined, the following perspectives provide a glimpse into the final design.
“It is exciting to see the ideas of having outside areas and courtyards for student dining, learning areas and these beautiful plazas. Isn’t that what we learned with COVID-19? You should be outside as much as possible to benefit your mental health.”
Cuyahoga Falls Parent
Next Steps for the Cuyahoga Falls 6-12 Campus
Over the next several months, the District and architectural team will be meeting with educators to continue developing the interior of building. This will include the layout of academic areas, shared and collaborative spaces along with discussing interior finishes and furniture.
The whole team is committed to developing the best facility to provide greater educational value for Cuyahoga Falls City School Students and meet the needs of the community.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Cuyahoga Falls 6-12 Campus – Preliminary Design UnveiledOn Thursday January 13th, the community, school district and professionals from ThenDesign Architecture and Hammond Construction met to deliver an update on designs for the new 6-12 Campus.
On Thursday, January 13th, the community, school district and professionals from ThenDesign Architecture and Hammond Construction met to deliver an update on designs for the new 6-12 Campus. This presentation gave an overview of the schedule and provided a glimpse into key spaces for the new building. Inside the Cuyahoga Falls High School Auditorium, over 200 community members attended either in-person or online to hear the update and ask questions about the project.
The new $113 million, 365,000 square foot facility will serve grades 6-12 and was funded by a voter approved Bond-issue in 2019 along with funding from the state of Ohio, through the Ohio Facilities Construction Commission. The goal of the project is to create a facility that provides strong, innovative programs for students, a safe and secure learning environment, and work as a gathering place for the Cuyahoga Falls community.
At this event, conceptual renderings and a site plan were shown and discussed with the community.
Cuyahoga Falls 6-12 Campus Preliminary Site Plan
“This design puts academics first, and that’s the most important part of the project. We are building new facilities because we believe they will help us provide better education to our students.”
Anthony Gomez
Board of Education President
Project Timeline
In 2015, the Cuyahoga Falls City School District laid the foundation for future buildings by assembling a master plan. Planners examined the existing conditions of school buildings, student enrollment projections, and the needed square footage to serve future populations. This was then submitted to the OFCC in a report that is used to assess funding options for the District.
Then, in fall of 2019, community members approved a Bond issue that would provide $80.6 million for the project and the state would commit $33.6 million. As the Covid-19 pandemic swept the country in early 2020, the state froze funding for new projects and the team was forced to delay until early 2021.
This is when design officially started with Educational Visioning happening in April.
Cuyahoga Falls 6-12 Campus Project Timeline
“This project will mean the world for Cuyahoga Falls. This current building has been here a long time, and has its challenges. Having a new facility will be a huge shot in the arm for this community.”
Russell Chaboudy
Interim Superintendent of Cuyahoga Falls City School District
A Challenging Construction Environment
Due to the Covid-19 pandemic, construction material prices are inflated across the country. It is not unique to Cuyahoga Falls, or the state of Ohio. All school districts currently involved in a building improvement program have been affected. Supply chain shortages, labor scarcity and market conditions haven’t existed like this in recent history and challenge school construction projects everywhere.
In August of 2021, as schematic design was completed, TDA acquired two cost estimates for the project. One was from Hammond Construction, the Construction Manager at Risk and another from an independent provider. While both estimators agreed on costs, due to market conditions, initial designs were 20-25% over budget.
The team spent the next several months refining designs and making the building more efficient. A variety of design strategies were used to alleviate costs. A few examples of cost cutting measures included minimizing site work by incorporating the natural slope of the land in the stadium, reducing the building footprint by grouping some academic spaces into a 3-story structure rather than a 2-story structure and developing a more efficient building exterior. These modifications have lowered costs significantly from the initial estimate.
Board of Education President Anthony Gomez commented: “I think the community is concerned about the cost overages but recognizes the reality of the economic situation we’re in due to Covid-19.” He continues, “They feel that when you say something, you do something about it. We have to continue to look at our options that will make a difference in this project.”
While significant progress has been made on initial designs, the current 10% overage resulting from the Covid-19 pandemic is still being addressed.
“In Cuyahoga Falls we have always faced challenges; our current buildings present some of those. This building project is a big deal for us and we will do it right. And we have to make the public understand that we’re doing it for the benefit of future students.”
Cuyahoga Falls Resident
Moving Through Design Development
Over the last several months, the District and design team have been outlining three pathways to solve the budgetary challenge. All three elements will be pursued simultaneously and evaluated through the next two phases of design.
Examine alternate phasing and bid strategies for the locally funded initiatives (LFI’s). This means, bidding out locally funded initiatives separately, possibly at different times, to capitalize on construction efficiencies and capture potentially lower material prices when construction begins.
Identify additional funding options that may be available to the District to help with overages. This could include grants, additional funding by the state or creative methods of leasing equipment and other items during the construction process.
Continue to refine the current scheme in terms of design and construction methods to implement value engineering, making the school design as efficient as possible.
At this time, the building is being designed to its full scope, with all the academic elements of the building, along with the auditorium and stadium. By focusing on these 3 simultaneous pathways the District is hopeful to provide a path forward, solving the uniquely challenging budget conditions.
“I’m a Cuyahoga Falls graduate and now a freshman at Akron University and I think this is a really cool opportunity which is long overdue. I love the Falls, but I would love to see this plan built. It makes me want to go back to high school!”
Cuyahoga Falls Graduate
A Glimpse of Key Spaces in the Cuyahoga Falls 6-12 Campus
To better understand the site and design, the team developed a scaled model to display the current building scheme. This rough model has been a valuable tool to quickly assess site conditions, building massing, spatial relationships, and site visibility.
Interim Superintendent of Cuyahoga Falls City School District, Russell Chaboudy commented, “From my experience, a new building will bring people back to our schools and it creates new excitement for the teaching staff and students. I think it will benefit the student’s education and will mean so much to the kids in the community. You will see good things happening as a result.”
By working quickly between a massing model and conceptual renderings of the building, we can begin to imagine what the final building will look like. While imagery is still conceptual and being refined, the following perspectives provide a glimpse into the final design.
“It is exciting to see the ideas of having outside areas and courtyards for student dining, learning areas and these beautiful plazas. Isn’t that what we learned with COVID-19? You should be outside as much as possible to benefit your mental health.”
Cuyahoga Falls Parent
Next Steps for the Cuyahoga Falls 6-12 Campus
Over the next several months, the District and architectural team will be meeting with educators to continue developing the interior of building. This will include the layout of academic areas, shared and collaborative spaces along with discussing interior finishes and furniture.
The whole team is committed to developing the best facility to provide greater educational value for Cuyahoga Falls City School Students and meet the needs of the community.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Richmond Heights Upper School – A School in FlightThe Richmond Heights Upper School is an 88,000 sf educational facility located in the city of Richmond Heights, Ohio and serves 420 students in grades 7-12. Designed with the concept of “aviation” in mind, this modern school uses a mixture of curved metal panels and light brick to evoke feelings of lightness, movement, and flight.
Richmond Heights Upper School – A School in Flight
The Richmond Heights Upper School is an 88,000 sf educational facility located in the city of Richmond Heights, Ohio and serves 420 students in grades 7-12. Adjacent to the Cuyahoga County airport, the school was designed with the concept of “aviation” in mind. It uses a mixture of curved metal panels and light brick to evoke feelings of lightness, movement, and flight. It is home to School Board offices and a branch of the Cuyahoga County library , which is a major component for students and the local community. Technology and flexibility play a major role in the school’s design which is evident in the extended learning area and other student oriented spaces. The new school expands District athletic capabilities with two gymnasiums for the high school and middle school, along with STEAM (Science, Technology, Engineering, Art, Mathematics) focused areas such as a “Clean Makerspace ” and “Technology Commons.”
Superintendent Dr. Renee Willis, who led the project for the District feels this facility has the opportunity to transform the community. “It’s the crown jewel of this community and has become a catalyst for a renaissance in Richmond Heights, which is on its way to ‘bigger and better.’ The students, the community, and the library all rallied around this project and made it become a reality.”
This educational facility becomes a technological focal point for Richmond Heights students to further their education, collaborate with peers and receive training in many STEAM related programs.
“It’s the crown jewel of this community and has become a catalyst for a renaissance in Richmond Heights, which is on its way to ‘bigger and better.’”
Dr. Renee Willis
Superintendent at Richmond Heights Local Schools
Educational Visioning for the Richmond Heights Upper School
In January of 2018, the District and TDA hosted an Educational Visioning session with Richmond Heights Local Schools to explore the educational goals for the new school. Held in the gymnasium of the existing Richmond Heights High School, dozens of educators, designers and District administrators participated in a series of exercises which would serve as a foundation for the design of the new school. They identified the successes and challenges of existing facilities, documented goals for the new building and collaborated in an interactive exercise that allowed attendees to layout the new site and explore spatial relationships between the main components of the building.
James Cowan, the project manager for the Richmond Heights Upper School recalled: “First, we listened to the community and made sure we understood what was most important to them. In terms of spaces and usage but also in terms of safety and security.” Considering security in a building that had both “public” and “private” areas was paramount, “This was a huge component to consider from day one. We had to understand how to best separate public spaces like the gymnasium, Media Center and Student Dining from the more private academic oriented spaces.”
Many of these relationships were established in the Educational Visioning Session and many community meetings throughout the design process.
“Through an Educational Visioning Session and multiple community meetings, we listened to feedback and incorporated their concerns into the design. This was in terms of safety and how spaces should function, even at different times of day.”
“In this school, we provided a blend of modern and traditional spaces for the District to educate their students in.”
James Cowan
Project Manager
Design Concepts and Features of the Upper School
Since the school is located adjacent to the Cuyahoga County Airport, this provided the inspiration for building materials and design cues. Sweeping curved metal panels accent the exterior and create a feeling of lightness. This gives the sense that the structure could “take off” at any moment and roots it in the aviation aesthetic. This sense of dynamic movement is carried over into the interior using a central corridor which connects the major spaces in the building. This central spine is activated by full scale wall graphics and provides select views into more public spaces through glass curtain walls. Furniture in public spaces includes soft seating that compliments the modern environment.
A partnership between Richmond Heights Local School District and the county airport allows for additional academic programs that introduce high school students to the aviation industry. Space in the school is dedicated to teaching aviation by providing hands on experience with unmanned aerial vehicles and flight simulator equipment.
“Students are excited because they’re engaged in new programs,” said Dr. Willis, she is particularly excited about these new programs for students. “There’s no longer just traditional reading, writing, and arithmetic, you now have innovative electives that excite students. Our teachers are also connecting those electives to their core teachings.”
The architecture combined with new programs, elevates educational opportunities for students in the District.
One challenge that designers faced with this project was incorporating a significant 9′ elevation change from the north end of the site to the south. To prevent costly extensive sitework, the central corridor was constructed to slope across the building. This slope, being ADA compliant, eliminated the need for stairs at various points in the school and further emphasized the concept of movement throughout building.
The school responds to the site elevation changes and its contextual surroundings. Near an existing elementary school on the east side of the site, the Richmond Heights Upper School reduces to a single story so as not to tower over the shorter school . The circulation paths were designed so elementary school students could have access to the new upper school. It also takes advantage of existing traffic patterns, using existing roads for bus transportation and library access. Additionally, the schools’ new athletic facilities and locker rooms were carefully placed to allow students easy access to the existing track and field.
Richmond Heights Upper School, Classrooms and Building Details
“It’s surreal, because I remember stomping the streets, knocking on doors, speaking to homeowners’ associations, trying to sell a vision and now the vision has come to reality.”
Dr. Renee Willis
Superintendent at Richmond Heights Local Schools
Cuyahoga County Library
A unique feature of the new school is the inclusion of a branch of the Cuyahoga County Library. This public space provides opportunities for both community access and student collaboration. During design, the Richmond Heights Local School District, along with the Cuyahoga County Public Library provided input on the library’s design. The location of this 5,600 sf branch was carefully chosen, and allowed the library to have its own separate entrance while also connecting to the Upper School’s entrance lobby. The library features small group rooms for use by the community , including the YMCA’s Silver sneakers program, with technology-rich connectivity. Easy parking is provided for public access, even while school is in session.
At the “Unity in the Community Back-to-School Extravaganza,” an open house for the school, educators, students, vendors and community members all came to tour the facility, to learn more about the District, support local businesses and celebrate National Night Out, among other activities.
At the event, Superintendent Willis talked about her hopes for an impact on the broader region. “People in the community are excited about the school and hopefully other ideas come from this because I want it to be a city school collaborative.”
The school having been designed with a focus on technology, flexibility and collaboration presents many future opportunities for student and residents.
Richmond Heights Upper School, “Unity in the Community” and the Cuyahoga County Public Library
Designed with Flexibility in Mind
A hallmark of the Richmond Heights Upper School is flexibility. The student dining space is an excellent example of this. During the school day, the space is used for student dining, while in the evening, it can transform into a community space that can be rented out. This assembly space is outfitted with wall mounted mechanized seating for 210 people. A raised platform serves as a stage with lighting and acoustics to support both school or presentation functions.
Middle School academic spaces feature overhead doors that can open into an extended learning area. Educators can open their classrooms and combine with other educators to collaborate on large group projects.
The school’s “Technology Commons” provides a flexible environment for students to meet in smaller informal groups and use the learning stair for presentations. Connected to the Tech Commons is a “Makers Lab” that includes 3D printers, and other modern digital creation tools. These spaces further promote the concept of movement and activity since glass curtain walls allow visibility to the central corridor.
“How do we transform what was yesterday, into what see today…and what we want to see tomorrow?
James Cowan believes that flexible building design can help students incorporate technology to face challenges they will see in the future. “It is hard to respond to changes in technology since it moves so quickly, but we can definitely provide space for students to explore technology. In this school, we provided a blend of modern and traditional spaces for the District to educate their students in.”
James credits the wide variety of stakeholders and leadership from the District.
“This is partially a result of the input we had from stakeholders such as the school board, superintendent , community, students, educators, consultants and interior design teams. Everyone was asking themselves—‘How can we have a balanced, realistic approach for a unique school district like Richmond Heights Local Schools?’
Richmond Heights Upper School, STEAM focused “Clean Makerspace” and the new gymnasium facilities.
“There’s no longer just traditional reading, writing, and arithmetic, you now have innovative electives that excite students. Our teachers are also connecting those electives to their core teachings.”
Dr. Renee Willis
Superintendent at Richmond Heights Local Schools
Impacting the Community with the Richmond Heights Upper School
“A student’s experience is the most important part of school design, thinking about that is the “bread and butter” of an educational architect’s work.” reflected James on the design process. “There was a point in design where we presented an animation of the building before construction. A middle school student who wasn’t a part of Richmond Height’s Upper School yet, was brought in by the Superintendent to watch the animation. I won’t forget the look on his face, and he said ‘Wow, I can’t wait to see that building next year!’ and that really pumped me up. He is probably attending the new school now.”
The superintendent echoed the same sentiments in bringing that vision to the community during design.
“It’s surreal, because I remember stomping the streets, knocking on doors, speaking to homeowners’ associations, trying to sell a vision,” Dr. Willis commented standing in one of the extended learning areas in the new school, “and now the vision has come to reality.”
Good architectural design can positively impact a community in multiple ways.
“It’s not just about transforming an environment,” commented James, “the school can bring new energy.”
The motto at Richmond Heights Local Schools is: “It’s a new day for the Richmond Heights Way,” James reflects, “I feel like this building embodies that saying. ‘It’s a new day.’ We hope to transform the community with this new beacon for Richmond Heights.”
Project Design Challenges:
Develop an efficient 7-12 facility that aesthetically ties into its immediate site, while taking cues from the surrounding site, such as an existing elementary school and residential areas.
Incorporate a 9′ elevation change running north/south in the school without disrupting circulation on the interior.
Develop a 5,600 sf branch of the Cuyahoga County Library inside the school, allowing it to be easily accessible to the public during school operation.
Provide clear spatial separation between middle and upper schools and emphasize safety and security measures while also maintaining an open and dynamic interior environment.
Utilize existing site circulation to service both the Upper School and Cuyahoga County Library.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Richmond Heights Upper School – A School in FlightThe Richmond Heights Upper School is an 88,000 sf educational facility located in the city of Richmond Heights, Ohio and serves 420 students in grades 7-12. Designed with the concept of “aviation” in mind, this modern school uses a mixture of curved metal panels and light brick to evoke feelings of lightness, movement, and flight.
Richmond Heights Upper School – A School in Flight
The Richmond Heights Upper School is an 88,000 sf educational facility located in the city of Richmond Heights, Ohio and serves 420 students in grades 7-12. Adjacent to the Cuyahoga County airport, the school was designed with the concept of “aviation” in mind. It uses a mixture of curved metal panels and light brick to evoke feelings of lightness, movement, and flight. It is home to School Board offices and a branch of the Cuyahoga County library , which is a major component for students and the local community. Technology and flexibility play a major role in the school’s design which is evident in the extended learning area and other student oriented spaces. The new school expands District athletic capabilities with two gymnasiums for the high school and middle school, along with STEAM (Science, Technology, Engineering, Art, Mathematics) focused areas such as a “Clean Makerspace ” and “Technology Commons.”
Superintendent Dr. Renee Willis, who led the project for the District feels this facility has the opportunity to transform the community. “It’s the crown jewel of this community and has become a catalyst for a renaissance in Richmond Heights, which is on its way to ‘bigger and better.’ The students, the community, and the library all rallied around this project and made it become a reality.”
This educational facility becomes a technological focal point for Richmond Heights students to further their education, collaborate with peers and receive training in many STEAM related programs.
“It’s the crown jewel of this community and has become a catalyst for a renaissance in Richmond Heights, which is on its way to ‘bigger and better.’”
Dr. Renee Willis
Superintendent at Richmond Heights Local Schools
Educational Visioning for the Richmond Heights Upper School
In January of 2018, the District and TDA hosted an Educational Visioning session with Richmond Heights Local Schools to explore the educational goals for the new school. Held in the gymnasium of the existing Richmond Heights High School, dozens of educators, designers and District administrators participated in a series of exercises which would serve as a foundation for the design of the new school. They identified the successes and challenges of existing facilities, documented goals for the new building and collaborated in an interactive exercise that allowed attendees to layout the new site and explore spatial relationships between the main components of the building.
James Cowan, the project manager for the Richmond Heights Upper School recalled: “First, we listened to the community and made sure we understood what was most important to them. In terms of spaces and usage but also in terms of safety and security.” Considering security in a building that had both “public” and “private” areas was paramount, “This was a huge component to consider from day one. We had to understand how to best separate public spaces like the gymnasium, Media Center and Student Dining from the more private academic oriented spaces.”
Many of these relationships were established in the Educational Visioning Session and many community meetings throughout the design process.
“Through an Educational Visioning Session and multiple community meetings, we listened to feedback and incorporated their concerns into the design. This was in terms of safety and how spaces should function, even at different times of day.”
“In this school, we provided a blend of modern and traditional spaces for the District to educate their students in.”
James Cowan
Project Manager
Design Concepts and Features of the Upper School
Since the school is located adjacent to the Cuyahoga County Airport, this provided the inspiration for building materials and design cues. Sweeping curved metal panels accent the exterior and create a feeling of lightness. This gives the sense that the structure could “take off” at any moment and roots it in the aviation aesthetic. This sense of dynamic movement is carried over into the interior using a central corridor which connects the major spaces in the building. This central spine is activated by full scale wall graphics and provides select views into more public spaces through glass curtain walls. Furniture in public spaces includes soft seating that compliments the modern environment.
A partnership between Richmond Heights Local School District and the county airport allows for additional academic programs that introduce high school students to the aviation industry. Space in the school is dedicated to teaching aviation by providing hands on experience with unmanned aerial vehicles and flight simulator equipment.
“Students are excited because they’re engaged in new programs,” said Dr. Willis, she is particularly excited about these new programs for students. “There’s no longer just traditional reading, writing, and arithmetic, you now have innovative electives that excite students. Our teachers are also connecting those electives to their core teachings.”
The architecture combined with new programs, elevates educational opportunities for students in the District.
One challenge that designers faced with this project was incorporating a significant 9′ elevation change from the north end of the site to the south. To prevent costly extensive sitework, the central corridor was constructed to slope across the building. This slope, being ADA compliant, eliminated the need for stairs at various points in the school and further emphasized the concept of movement throughout building.
The school responds to the site elevation changes and its contextual surroundings. Near an existing elementary school on the east side of the site, the Richmond Heights Upper School reduces to a single story so as not to tower over the shorter school . The circulation paths were designed so elementary school students could have access to the new upper school. It also takes advantage of existing traffic patterns, using existing roads for bus transportation and library access. Additionally, the schools’ new athletic facilities and locker rooms were carefully placed to allow students easy access to the existing track and field.
Richmond Heights Upper School, Classrooms and Building Details
“It’s surreal, because I remember stomping the streets, knocking on doors, speaking to homeowners’ associations, trying to sell a vision and now the vision has come to reality.”
Dr. Renee Willis
Superintendent at Richmond Heights Local Schools
Cuyahoga County Library
A unique feature of the new school is the inclusion of a branch of the Cuyahoga County Library. This public space provides opportunities for both community access and student collaboration. During design, the Richmond Heights Local School District, along with the Cuyahoga County Public Library provided input on the library’s design. The location of this 5,600 sf branch was carefully chosen, and allowed the library to have its own separate entrance while also connecting to the Upper School’s entrance lobby. The library features small group rooms for use by the community , including the YMCA’s Silver sneakers program, with technology-rich connectivity. Easy parking is provided for public access, even while school is in session.
At the “Unity in the Community Back-to-School Extravaganza,” an open house for the school, educators, students, vendors and community members all came to tour the facility, to learn more about the District, support local businesses and celebrate National Night Out, among other activities.
At the event, Superintendent Willis talked about her hopes for an impact on the broader region. “People in the community are excited about the school and hopefully other ideas come from this because I want it to be a city school collaborative.”
The school having been designed with a focus on technology, flexibility and collaboration presents many future opportunities for student and residents.
Richmond Heights Upper School, “Unity in the Community” and the Cuyahoga County Public Library
Designed with Flexibility in Mind
A hallmark of the Richmond Heights Upper School is flexibility. The student dining space is an excellent example of this. During the school day, the space is used for student dining, while in the evening, it can transform into a community space that can be rented out. This assembly space is outfitted with wall mounted mechanized seating for 210 people. A raised platform serves as a stage with lighting and acoustics to support both school or presentation functions.
Middle School academic spaces feature overhead doors that can open into an extended learning area. Educators can open their classrooms and combine with other educators to collaborate on large group projects.
The school’s “Technology Commons” provides a flexible environment for students to meet in smaller informal groups and use the learning stair for presentations. Connected to the Tech Commons is a “Makers Lab” that includes 3D printers, and other modern digital creation tools. These spaces further promote the concept of movement and activity since glass curtain walls allow visibility to the central corridor.
“How do we transform what was yesterday, into what see today…and what we want to see tomorrow?
James Cowan believes that flexible building design can help students incorporate technology to face challenges they will see in the future. “It is hard to respond to changes in technology since it moves so quickly, but we can definitely provide space for students to explore technology. In this school, we provided a blend of modern and traditional spaces for the District to educate their students in.”
James credits the wide variety of stakeholders and leadership from the District.
“This is partially a result of the input we had from stakeholders such as the school board, superintendent , community, students, educators, consultants and interior design teams. Everyone was asking themselves—‘How can we have a balanced, realistic approach for a unique school district like Richmond Heights Local Schools?’
Richmond Heights Upper School, STEAM focused “Clean Makerspace” and the new gymnasium facilities.
“There’s no longer just traditional reading, writing, and arithmetic, you now have innovative electives that excite students. Our teachers are also connecting those electives to their core teachings.”
Dr. Renee Willis
Superintendent at Richmond Heights Local Schools
Impacting the Community with the Richmond Heights Upper School
“A student’s experience is the most important part of school design, thinking about that is the “bread and butter” of an educational architect’s work.” reflected James on the design process. “There was a point in design where we presented an animation of the building before construction. A middle school student who wasn’t a part of Richmond Height’s Upper School yet, was brought in by the Superintendent to watch the animation. I won’t forget the look on his face, and he said ‘Wow, I can’t wait to see that building next year!’ and that really pumped me up. He is probably attending the new school now.”
The superintendent echoed the same sentiments in bringing that vision to the community during design.
“It’s surreal, because I remember stomping the streets, knocking on doors, speaking to homeowners’ associations, trying to sell a vision,” Dr. Willis commented standing in one of the extended learning areas in the new school, “and now the vision has come to reality.”
Good architectural design can positively impact a community in multiple ways.
“It’s not just about transforming an environment,” commented James, “the school can bring new energy.”
The motto at Richmond Heights Local Schools is: “It’s a new day for the Richmond Heights Way,” James reflects, “I feel like this building embodies that saying. ‘It’s a new day.’ We hope to transform the community with this new beacon for Richmond Heights.”
Project Design Challenges:
Develop an efficient 7-12 facility that aesthetically ties into its immediate site, while taking cues from the surrounding site, such as an existing elementary school and residential areas.
Incorporate a 9′ elevation change running north/south in the school without disrupting circulation on the interior.
Develop a 5,600 sf branch of the Cuyahoga County Library inside the school, allowing it to be easily accessible to the public during school operation.
Provide clear spatial separation between middle and upper schools and emphasize safety and security measures while also maintaining an open and dynamic interior environment.
Utilize existing site circulation to service both the Upper School and Cuyahoga County Library.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Student-Centered Learning: A Catalyst for Revolutionizing Contemporary Education DesignStudent-Centered Design” is an architectural strategy in K-12 educational facilities that provides students a variety of spaces for individual and group work, flexible furniture, and modern technology. This empowers them to adapt their environment to how they learn best. Districts across the U.S. are incorporating these strategies into both their curriculum and schools while experiencing greater student satisfaction, fewer disciplinary issues and increased academic time.
Student-Centered Learning: A Catalyst for Revolutionizing Contemporary Education Design
All educators are challenged with identifying the best ways to teach and engage their students. New curriculum methods, school design and academic programs are tested and deployed to capitalize on how kids learn. Recently, more research has been devoted to understanding how a student’s academic success can be impacted by the layout of their physical space. This model, known as “Student-Centered Design,” empowers students to learn how they are most comfortable while providing flexible spaces for collaborative activities. It is currently being adopted by school districts across the United States.
The North Royalton City School District, located in Northeast Ohio, performed extensive Educational Visioning and community engagement to understand whether this style of facility would work for their community. They then embarked on a capital improvement program to develop their schools to support a “student-centered” learning approach. The program incorporated an addition and renovations to their high school, renovations to their middle school, and a consolidation of their 3 elementary schools into one new building. The North Royalton Elementary School is a $35 million, 148,000 sf, building that embodies these principles in its architecture and demonstrates how good educational design benefits each student’s educational outcome.
North Royalton Elementary School: Education in Motion
“I am excited for the kids who will have a combination of a traditional school arrangement and options for flexible activities in the collaborative spaces. I love what this building provides for our teachers and our kids.”
Michael Laub
Superintendent of North Royalton City Schools
Developing Educational Environments
Trends in teaching styles, curriculum and school layout have changed over the decades, with “traditional” double loaded corridor schools appearing in the 50’s and 60’s, more “open concept schools” appearing in the 70’s and 80’s, and more technologically advanced buildings replacing blackboards with computer labs and white boards in the 2000’s. Each generation attempts to improve the educational opportunities for their students. Methods that served communities decades ago may not be relevant in today’s fast paced, technologically rich environment.
Since so much time is spent in a school, it is important for educators and architects to work closely together while determining how to best design a learning environment to serve a community’s needs for decades to come.
This is where using a model of “Student-Centered Learning” helps determine timeless priorities that will serve students no matter the decade.
Supporting the Educational Vision: North Royalton City Schools
What is “Student-Centered Learning?”
“Student-Centered Learning” is an educational model that focuses on how students retain information by encouraging collaboration and “active learning” in their day-to-day routines. This model emphasizes small group work between students and opportunities to work “hands on” with their peers and take a more self-directed, sensory approach to education. Students and teachers are encouraged to adapt spaces and furniture to accommodate small group discussions, large presentations and find new ways to collaborate.
“Many districts we talk with are moving towards a “Student-Centered” approach,” reflected Claire Bank, an architect with ThenDesign Architecture who worked on North Royalton’s new ES. “No one has a crystal ball to see the future, but it’s important we build flexibility into the space so it can transform as education transforms.”
In the past, spaces were designed to primarily support lecturing students, who were expected to retain information by listening and taking notes. As student retention has been studied and better understood, spaces have evolved to support the types of activities that help students to learn.
The Architectural Approach for “Student-Centered Learning”
In terms of architecture, a “traditional” school layout is characterized by similarly sized classrooms joined by a corridor. In this model, educators teach in a classroom with rows of desks facing the front of the room. Generally, it is inconvenient to rearrange furniture without wheels for small group activities and access to other spaces is limited. The traditional arrangement is good for “lecture style” learning but doesn’t provide easy options for collaboration and active learning.
Architecturally, “Student-Centered Design” calls for a range of flexible spaces that students and educators can easily adapt to change over time with new needs.
One major characteristic of this model is incorporating variously sized spaces and movable furniture specifically designed to accommodate the intended activities. This may include an open collaborative space with flexible soft seating for larger presentations and gatherings, a small group room that supports discussions between smaller groups of students, classrooms with movable walls, and project labs with high-capacity cabinetry and durable furniture to support creative projects. Each space incorporates modern technology including internet connected devices, touch screen projectors, powerful Wi-Fi, and other collaborative tools.
“I think back to our old buildings, and we loved our time there, but they were all the same, classroom after classroom,” recalls Kirk Pavelich, Principal of North Royalton Elementary School. “You come into our learning communities now, and there are all these different types of projects going on. We never could have done this before.”
The result of this model is educational spaces that provide teachers and students dynamic environments that can be easily adapted for movement and specialized lessons.
Traditional School and 21st Century Learning Models
“The new school is good for the community because it provides such a great space for their kids to learn. It’s comfortable, it’s flexible, and it makes the students excited to go to school and learn.”
Claire Bank
Architect
North Royalton City Schools, Educational Visioning
The North Royalton City School District serves around 4,000 students. Faced with aging infrastructure, they decided they wanted to update their curriculum and facilities. For over a decade, the District conducted planning, educational conversations, and community engagements on what the future of education should look like for their community.
In 2015, an Educational Visioning session was held to explore this question and work through ideas with community members, teachers, city officials and District administrators. The result was a forward-thinking plan to redesign their high school as well as consolidate their elementary schools, combining them into a single educational facility to house PreK-fourth grade. Here principles of student-centered learning were discussed.
North Royalton City Schools: Educational Visioning Session
Leading up to and during the design process, ThenDesign Architecture (TDA) gathered information from the School District on how they envisioned education in their community. This crucial exercise provided insight into how the new facilities would be laid out.
It was here that a “student-centered approach” was adopted for both their curriculum and architecture.
TDA began laying out spaces to meet the vision shared by the District. Meeting regularly in building focus groups, educators at each grade level shared how they wanted the spaces to function for their students. Decisions from these groups were incorporated into the building designs. Operable partition locations, furniture choices, “teaching wall” placements, and storage options for classrooms were discussed and incorporated. The spaces were tailored to how teachers from those grades would operate.
These focus groups also toured facilities in surrounding districts, to see how they approached their new buildings.
Transitioning to this type of building model must be deliberately approached. Teachers in a learning community have to coordinate with their colleagues about use of the new spaces. Professional development for the District is often undertaken by educators to prepare for the transition and ensure they are ready to use the new spaces.
The District sponsored professional development to prepare educators for this new model of education when the facility was completed. This was performed over two years and consisted of collaborative staff meetings that involved faculty from three elementary buildings. The team worked through the concepts of student-centered learning and shared flexible spaces, all while striving to develop the teams they would be working with once in the new building.
Vision in a Word
“It’s all about the kids. From the moment I started teaching, to being an administrator, it’s only what’s good for the kids. It starts with getting great educators in the classrooms, but then providing the best facilities to teach in. This facility allows them to move from good to great.”
Greg Gurka
Former Superintendent of North Royalton City Schools
North Royalton Elementary School Layout
The North Royalton Elementary School is a $35 million, 148,000 square foot building that supports over 1,450 students and replaces three elementary schools.
The school resembles a capital letter “E” laid on its back, with 2 large outdoor spaces between each wing. Students are divided into separate learning communities spread across Kindergarten to Fourth grade. Each grade is divided into 3 communities, each with 4 teachers and approximately 100 students. Students spend the majority of their time inside their learning community of 100 students, which allows the young students to thrive in a large facility.
“This is a great facility because we deeply thought about how to meet the needs of the community and flexible workspaces,” commented Greg Gurka, the District superintendent during the design of the facility. “When you see what we have done with the design and construction team these spaces can change year-to-year or week-to-week based on the needs of the students. This building will do that for generations to come.”
Spatially, each community consists of an open collaborative space, 2 classrooms, a small group room, and a project lab. They also have access to the central two-story student dining at the heart of the building, music rooms, art rooms, a gymnasium, and media centers which feature collaborative stairs. Minimized corridor space between areas, creates a more efficient floor plan and results in more usable educational square footage per student.
The perceived scale of the new school was reduced by dividing the large building into smaller communities, limiting the number of people students interact with daily. This prevents them from being overwhelmed but still provides opportunities to collaborate with other learning communities.
North Royalton Elementary School: Space Breakdown
The North Royalton Elementary School hosts a wide variety of spaces that educators make use of daily. Below are a few examples of the new spaces offered in this facility and how they are used.
Student “Community”
This 5-space grouping is the foundation of where students spend the majority of their academic time. The open collaborative space joins individual classrooms and features an open area for educators to rearrange students’ desks to accommodate lectures, group activities, technology use and reading activities. Circulation is located on the edges of the space, with most furniture being on wheels to be easily rearranged. The collaborative is designed for active group work and dynamic activities.
Classrooms are a technology rich environment, with interactive short throw projectors and operable walls to join the classrooms together when doing group work.
Student Dining
Student dining is a hub of the school. Connecting to the servery and kitchen, this 2-story tall open space can fit 1/3 of the student population at once, with a large collaborative stair that can fit an entire grade level. The multitiered floor gives students interesting options to sit with friends, with both hard and soft seating options. Students can access one of the main outdoor spaces. A large collaborative stair is equipped with professional stage lighting, and can serve as a stage when in use as an auditorium space.
Media Center
The school is equipped with two, open media centers. These spaces serve as shared libraries for media storage and are used for classes who need quiet reading times. During the day, students rotate in and out of the space to promote reading, literacy discussions and to relax with a good book. The stair is carpeted so students feel more comfortable lounging there or on the soft furniture in the space.
Travel Zones
During lunch periods and in between classes, travel zones are designated throughout the building. Since traditional corridors have been minimized, students often pass through occupied collaborative areas. Colors of the floor and furniture layouts quickly direct students through these spaces easily and quietly.
Morning drop-off from 36 busses is facilitated through designated doors along the main circulation spine of the building. All 1,450 students can enter and navigate to their communities in under 15 minutes. This feat wasn’t possible in the previous schools.
“This school is different from what some may have experienced, but the kids come right in, get used to it and love to learn in this environment. We can take their passion and energy and provide them with facilities to be successful at anything they aspire to.”
Kirk Pavelich
Principal of North Royalton Elementary School
A Student-Centered Learning Approach
The “Student-Centered Learning” model presents many opportunities for current and future children. The flexible and collaborative design allows students to engage with their peers and teachers more actively while adapting their environment to learn in a more natural way.
School buildings are used by and supported by their communities for decades, and they influence the thousands of students who use them. Having a building that can transform to meet the needs of education in the future is paramount. Focusing on a student’s needs first ensures them a better foundation as they advance in their educational careers.
“I think education is the great equalizer. It’s not our job to teach kids what to think. It’s our job to help kids learn how to think, how to make decisions, how to problem solve and how to work together,” commented Superintendent Laub. “This is what helps them become successful contributors to society as they grow up.”
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Student-Centered Learning: A Catalyst for Revolutionizing Contemporary Education DesignStudent-Centered Design” is an architectural strategy in K-12 educational facilities that provides students a variety of spaces for individual and group work, flexible furniture, and modern technology. This empowers them to adapt their environment to how they learn best. Districts across the U.S. are incorporating these strategies into both their curriculum and schools while experiencing greater student satisfaction, fewer disciplinary issues and increased academic time.
Student-Centered Learning: A Catalyst for Revolutionizing Contemporary Education Design
All educators are challenged with identifying the best ways to teach and engage their students. New curriculum methods, school design and academic programs are tested and deployed to capitalize on how kids learn. Recently, more research has been devoted to understanding how a student’s academic success can be impacted by the layout of their physical space. This model, known as “Student-Centered Design,” empowers students to learn how they are most comfortable while providing flexible spaces for collaborative activities. It is currently being adopted by school districts across the United States.
The North Royalton City School District, located in Northeast Ohio, performed extensive Educational Visioning and community engagement to understand whether this style of facility would work for their community. They then embarked on a capital improvement program to develop their schools to support a “student-centered” learning approach. The program incorporated an addition and renovations to their high school, renovations to their middle school, and a consolidation of their 3 elementary schools into one new building. The North Royalton Elementary School is a $35 million, 148,000 sf, building that embodies these principles in its architecture and demonstrates how good educational design benefits each student’s educational outcome.
North Royalton Elementary School: Education in Motion
“I am excited for the kids who will have a combination of a traditional school arrangement and options for flexible activities in the collaborative spaces. I love what this building provides for our teachers and our kids.”
Michael Laub
Superintendent of North Royalton City Schools
Developing Educational Environments
Trends in teaching styles, curriculum and school layout have changed over the decades, with “traditional” double loaded corridor schools appearing in the 50’s and 60’s, more “open concept schools” appearing in the 70’s and 80’s, and more technologically advanced buildings replacing blackboards with computer labs and white boards in the 2000’s. Each generation attempts to improve the educational opportunities for their students. Methods that served communities decades ago may not be relevant in today’s fast paced, technologically rich environment.
Since so much time is spent in a school, it is important for educators and architects to work closely together while determining how to best design a learning environment to serve a community’s needs for decades to come.
This is where using a model of “Student-Centered Learning” helps determine timeless priorities that will serve students no matter the decade.
Supporting the Educational Vision: North Royalton City Schools
What is “Student-Centered Learning?”
“Student-Centered Learning” is an educational model that focuses on how students retain information by encouraging collaboration and “active learning” in their day-to-day routines. This model emphasizes small group work between students and opportunities to work “hands on” with their peers and take a more self-directed, sensory approach to education. Students and teachers are encouraged to adapt spaces and furniture to accommodate small group discussions, large presentations and find new ways to collaborate.
“Many districts we talk with are moving towards a “Student-Centered” approach,” reflected Claire Bank, an architect with ThenDesign Architecture who worked on North Royalton’s new ES. “No one has a crystal ball to see the future, but it’s important we build flexibility into the space so it can transform as education transforms.”
In the past, spaces were designed to primarily support lecturing students, who were expected to retain information by listening and taking notes. As student retention has been studied and better understood, spaces have evolved to support the types of activities that help students to learn.
The Architectural Approach for “Student-Centered Learning”
In terms of architecture, a “traditional” school layout is characterized by similarly sized classrooms joined by a corridor. In this model, educators teach in a classroom with rows of desks facing the front of the room. Generally, it is inconvenient to rearrange furniture without wheels for small group activities and access to other spaces is limited. The traditional arrangement is good for “lecture style” learning but doesn’t provide easy options for collaboration and active learning.
Architecturally, “Student-Centered Design” calls for a range of flexible spaces that students and educators can easily adapt to change over time with new needs.
One major characteristic of this model is incorporating variously sized spaces and movable furniture specifically designed to accommodate the intended activities. This may include an open collaborative space with flexible soft seating for larger presentations and gatherings, a small group room that supports discussions between smaller groups of students, classrooms with movable walls, and project labs with high-capacity cabinetry and durable furniture to support creative projects. Each space incorporates modern technology including internet connected devices, touch screen projectors, powerful Wi-Fi, and other collaborative tools.
“I think back to our old buildings, and we loved our time there, but they were all the same, classroom after classroom,” recalls Kirk Pavelich, Principal of North Royalton Elementary School. “You come into our learning communities now, and there are all these different types of projects going on. We never could have done this before.”
The result of this model is educational spaces that provide teachers and students dynamic environments that can be easily adapted for movement and specialized lessons.
Traditional School and 21st Century Learning Models
“The new school is good for the community because it provides such a great space for their kids to learn. It’s comfortable, it’s flexible, and it makes the students excited to go to school and learn.”
Claire Bank
Architect
North Royalton City Schools, Educational Visioning
The North Royalton City School District serves around 4,000 students. Faced with aging infrastructure, they decided they wanted to update their curriculum and facilities. For over a decade, the District conducted planning, educational conversations, and community engagements on what the future of education should look like for their community.
In 2015, an Educational Visioning session was held to explore this question and work through ideas with community members, teachers, city officials and District administrators. The result was a forward-thinking plan to redesign their high school as well as consolidate their elementary schools, combining them into a single educational facility to house PreK-fourth grade. Here principles of student-centered learning were discussed.
North Royalton City Schools: Educational Visioning Session
Leading up to and during the design process, ThenDesign Architecture (TDA) gathered information from the School District on how they envisioned education in their community. This crucial exercise provided insight into how the new facilities would be laid out.
It was here that a “student-centered approach” was adopted for both their curriculum and architecture.
TDA began laying out spaces to meet the vision shared by the District. Meeting regularly in building focus groups, educators at each grade level shared how they wanted the spaces to function for their students. Decisions from these groups were incorporated into the building designs. Operable partition locations, furniture choices, “teaching wall” placements, and storage options for classrooms were discussed and incorporated. The spaces were tailored to how teachers from those grades would operate.
These focus groups also toured facilities in surrounding districts, to see how they approached their new buildings.
Transitioning to this type of building model must be deliberately approached. Teachers in a learning community have to coordinate with their colleagues about use of the new spaces. Professional development for the District is often undertaken by educators to prepare for the transition and ensure they are ready to use the new spaces.
The District sponsored professional development to prepare educators for this new model of education when the facility was completed. This was performed over two years and consisted of collaborative staff meetings that involved faculty from three elementary buildings. The team worked through the concepts of student-centered learning and shared flexible spaces, all while striving to develop the teams they would be working with once in the new building.
Vision in a Word
“It’s all about the kids. From the moment I started teaching, to being an administrator, it’s only what’s good for the kids. It starts with getting great educators in the classrooms, but then providing the best facilities to teach in. This facility allows them to move from good to great.”
Greg Gurka
Former Superintendent of North Royalton City Schools
North Royalton Elementary School Layout
The North Royalton Elementary School is a $35 million, 148,000 square foot building that supports over 1,450 students and replaces three elementary schools.
The school resembles a capital letter “E” laid on its back, with 2 large outdoor spaces between each wing. Students are divided into separate learning communities spread across Kindergarten to Fourth grade. Each grade is divided into 3 communities, each with 4 teachers and approximately 100 students. Students spend the majority of their time inside their learning community of 100 students, which allows the young students to thrive in a large facility.
“This is a great facility because we deeply thought about how to meet the needs of the community and flexible workspaces,” commented Greg Gurka, the District superintendent during the design of the facility. “When you see what we have done with the design and construction team these spaces can change year-to-year or week-to-week based on the needs of the students. This building will do that for generations to come.”
Spatially, each community consists of an open collaborative space, 2 classrooms, a small group room, and a project lab. They also have access to the central two-story student dining at the heart of the building, music rooms, art rooms, a gymnasium, and media centers which feature collaborative stairs. Minimized corridor space between areas, creates a more efficient floor plan and results in more usable educational square footage per student.
The perceived scale of the new school was reduced by dividing the large building into smaller communities, limiting the number of people students interact with daily. This prevents them from being overwhelmed but still provides opportunities to collaborate with other learning communities.
North Royalton Elementary School: Space Breakdown
The North Royalton Elementary School hosts a wide variety of spaces that educators make use of daily. Below are a few examples of the new spaces offered in this facility and how they are used.
Student “Community”
This 5-space grouping is the foundation of where students spend the majority of their academic time. The open collaborative space joins individual classrooms and features an open area for educators to rearrange students’ desks to accommodate lectures, group activities, technology use and reading activities. Circulation is located on the edges of the space, with most furniture being on wheels to be easily rearranged. The collaborative is designed for active group work and dynamic activities.
Classrooms are a technology rich environment, with interactive short throw projectors and operable walls to join the classrooms together when doing group work.
Student Dining
Student dining is a hub of the school. Connecting to the servery and kitchen, this 2-story tall open space can fit 1/3 of the student population at once, with a large collaborative stair that can fit an entire grade level. The multitiered floor gives students interesting options to sit with friends, with both hard and soft seating options. Students can access one of the main outdoor spaces. A large collaborative stair is equipped with professional stage lighting, and can serve as a stage when in use as an auditorium space.
Media Center
The school is equipped with two, open media centers. These spaces serve as shared libraries for media storage and are used for classes who need quiet reading times. During the day, students rotate in and out of the space to promote reading, literacy discussions and to relax with a good book. The stair is carpeted so students feel more comfortable lounging there or on the soft furniture in the space.
Travel Zones
During lunch periods and in between classes, travel zones are designated throughout the building. Since traditional corridors have been minimized, students often pass through occupied collaborative areas. Colors of the floor and furniture layouts quickly direct students through these spaces easily and quietly.
Morning drop-off from 36 busses is facilitated through designated doors along the main circulation spine of the building. All 1,450 students can enter and navigate to their communities in under 15 minutes. This feat wasn’t possible in the previous schools.
“This school is different from what some may have experienced, but the kids come right in, get used to it and love to learn in this environment. We can take their passion and energy and provide them with facilities to be successful at anything they aspire to.”
Kirk Pavelich
Principal of North Royalton Elementary School
A Student-Centered Learning Approach
The “Student-Centered Learning” model presents many opportunities for current and future children. The flexible and collaborative design allows students to engage with their peers and teachers more actively while adapting their environment to learn in a more natural way.
School buildings are used by and supported by their communities for decades, and they influence the thousands of students who use them. Having a building that can transform to meet the needs of education in the future is paramount. Focusing on a student’s needs first ensures them a better foundation as they advance in their educational careers.
“I think education is the great equalizer. It’s not our job to teach kids what to think. It’s our job to help kids learn how to think, how to make decisions, how to problem solve and how to work together,” commented Superintendent Laub. “This is what helps them become successful contributors to society as they grow up.”
Let’s work together to make education better. Interested in speaking with us? Get in touch!
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Cuyahoga Falls 6-12 Campus, Academic Design and Construction EstimationProgress continues on the Cuyahoga Falls 6-12 Campus. Learn about the schematic intent behind the academic design and how cost estimations play a part of the architectural process.
Academic Design and Construction Update
Since the October 19th “schematic intent” event was cancelled, below is a brief snapshot from that presentation.
Progress continues on plans for Cuyahoga Falls’ new 6-12 school and stadium complex. The Cuyahoga Falls City School District, the Ohio Facilities Construction Commission (OFCC), Hammond Construction and ThenDesign Architecture have been engaging with the school district administration and staff, board members, community members, city officials, and various specialists through meetings, engagement sessions, surveys, and presentations. Each of these parties have helped to shape the design of the new school and are committed to creating a facility that provides strong, innovative programs for students, safe and secure learning environments, and a gathering place for the Cuyahoga Falls community.
The design process involves three major phases: schematic design, design development and producing the final construction documents. Schematic design involves the overall look of the building, preliminary floor plans and the layout of the building on the site. The design development phase includes refining the look, selecting materials, and designing the building systems.
A Cuyahoga Falls 6-12 Campus Planning Committee Meeting
Site Plan
The site is a 45 acre plot in Cuyahoga Falls, where the Bolich Middle school, the old Newberry Elementary, LayBourne Field and Newberry Park are located. Bolich Middle School (opened in 1954) was the first junior high school in the Cuyahoga Falls City School System. It became a middle school in 1983 and since then has housed grades 6, 7 and 8. Newberry Elementary School, which was originally built in 1956, is a single-story building that has been leased by Summit Christian School and Summit County Educational Services since 2005.
Bolich, Newberry and Laybourne Field are scheduled to be demolished with the new 6-12 building planned to occupy the site, along with a Performing Art Center and new athletic facility. During Educational Visioning, the community identified goals for the site, which included maintaining some of Newberry Park and allowing the new building to have a visual presence on Portage Trail, with athletic facilities being located towards Newberry Park. These ideas are being incorporated into the design.
The Existing Site for the Cuyahoga Falls 6-12 Campus
The District does a great job with their facilities, but this will be the “missing piece” to our city. Everything will be complete because the campus environment is perfect.”
Don Walters
Mayor of Cuyahoga Falls
The Bond Process and Educational Visioning
While design officially started in April after an Educational Visioning Session, this project stretches back to the Spring of 2015, when the school District filed a master plan with the Ohio Facilities Construction Commission. In November 2019, the Cuyahoga Falls community approved a Bond issue that provided $80.6 million of the project, while the OFCC will contribute $33.2 million to the overall project. State funding was released to the district in May 2021, another large milestone that allowed all the team members to officially begin design.
The new facility is scheduled to open for the 2025-2026 school year. The Mayor of Cuyahoga Falls, Don Walters has called this project, “the missing link of the city,” in an interview earlier this year. The much-anticipated project will offer residents and students a modern environment and expanded educational opportunities.
Cuyahoga Falls City School District Educational Visioning
Architectural Design is an Iterative Process
Starting in April 2021, ThenDesign Architecture, the Cuyahoga Falls City School District and the OFCC have been developing schematics for the new structure. Throughout the spring and summer, a variety of engagements with community groups and educators have taken place. This has allowed the team to receive feedback from community members, teachers, and administrators that are being actively incorporated into the design process.
Architectural design is an iterative process. It involves generating many potential solutions, then quickly refining and testing the best ones, while dismissing those that don’t satisfy projects goals. For those working in the creative fields, this is a familiar process, and the development of the new school is no different. A variety of schemes have been developed, tested, and refined to best understand if they meet the needs of the district, while staying within budget.
We look forward to sharing more specifics on the 6-12 campus in the coming months.
Development for “The Whole Child”
Developing the “Whole Child”
Educational Foundation of Building
A great deal of time has been spent on the inner workings of the building with the schematic intent for the academic design being outlined. Classrooms follow a “pod” structure, with various grades broken down into small communities known as “neighborhoods,” “villages” and “communities.” Each of these differently sized pods represents a self-contained learning environment where students will spend most of their time. “Neighborhoods” are the smallest and contain classrooms, an open collaborative space and small group room. “Villages” and “communities” are larger but contain a similar academic design.
Educational research indicates that each person can maintain 150 meaningful social relationships at once. Dividing spaces in this way allow students to remain with a core group of their peers. This diminishes the overall building scale, while allowing all grades to efficiently share the common areas such as student dining, the gymnasiums, and performing arts center.
Examples of the neighborhoods include the three-6th grade learning “neighborhoods.” These small educational pods are separated from the middle and high school. This way sixth graders enjoy a welcoming and safe environment as they navigate the crucial transition out of elementary school. This new pod environment allows them to acclimate naturally to the new educational environment, while eliminating another jarring facility transition in future grades.
Similarly, the middle school “villages” are separated from the high school pods and the middle and high school have separate entries. It is best to think of this complex as two separate buildings under one roof. While there are opportunities for to share common spaces, students will remain separated in their academic areas but still benefit from pooled educational resources in a single building. This is the direction that many school districts are moving in and a lot of research demonstrates its effectiveness in public education.
A Design Team Meeting
The Role of a Construction Manager
As we move through the phases of design, Hammond will provide cost estimate analyses, ensuring the design stays within the financial commitment made to the community. With the current economic climate, the construction industry is facing several supply chain issues, labor shortages and inflationary concerns. Our team is currently working to identify all potential risks to the project, and will develop mitigation strategies into the final plan.
You will soon see activity on the site, starting with abatement of the Newberry School. In the next few months, the district will be hosting an online auction to sell various loose items in the building. The abatement of the building will follow, which includes the removal of specific materials prior to demolition of the facility. Once abatement is complete, the building services will be discontinued, and the school will be locked and secured through the remainder of the winter months. Final demolition of the building will be a part of the full campus site development work to be completed next year.
When will my child be in the new building?
Next Steps:
We look forward to releasing more information on the building as details around the floor plan, interior spaces and exterior renderings are developed. In the meantime, if you have specific questions, feel free to reach out to: cf_nichols@cftigers.org.
Cuyahoga Falls 6-12 Campus, Academic Design and Construction EstimationProgress continues on the Cuyahoga Falls 6-12 Campus. Learn about the schematic intent behind the academic design and how cost estimations play a part of the architectural process.
Academic Design and Construction Update
Since the October 19th “schematic intent” event was cancelled, below is a brief snapshot from that presentation.
Progress continues on plans for Cuyahoga Falls’ new 6-12 school and stadium complex. The Cuyahoga Falls City School District, the Ohio Facilities Construction Commission (OFCC), Hammond Construction and ThenDesign Architecture have been engaging with the school district administration and staff, board members, community members, city officials, and various specialists through meetings, engagement sessions, surveys, and presentations. Each of these parties have helped to shape the design of the new school and are committed to creating a facility that provides strong, innovative programs for students, safe and secure learning environments, and a gathering place for the Cuyahoga Falls community.
The design process involves three major phases: schematic design, design development and producing the final construction documents. Schematic design involves the overall look of the building, preliminary floor plans and the layout of the building on the site. The design development phase includes refining the look, selecting materials, and designing the building systems.
A Cuyahoga Falls 6-12 Campus Planning Committee Meeting
Site Plan
The site is a 45 acre plot in Cuyahoga Falls, where the Bolich Middle school, the old Newberry Elementary, LayBourne Field and Newberry Park are located. Bolich Middle School (opened in 1954) was the first junior high school in the Cuyahoga Falls City School System. It became a middle school in 1983 and since then has housed grades 6, 7 and 8. Newberry Elementary School, which was originally built in 1956, is a single-story building that has been leased by Summit Christian School and Summit County Educational Services since 2005.
Bolich, Newberry and Laybourne Field are scheduled to be demolished with the new 6-12 building planned to occupy the site, along with a Performing Art Center and new athletic facility. During Educational Visioning, the community identified goals for the site, which included maintaining some of Newberry Park and allowing the new building to have a visual presence on Portage Trail, with athletic facilities being located towards Newberry Park. These ideas are being incorporated into the design.
The Existing Site for the Cuyahoga Falls 6-12 Campus
The District does a great job with their facilities, but this will be the “missing piece” to our city. Everything will be complete because the campus environment is perfect.”
Don Walters
Mayor of Cuyahoga Falls
The Bond Process and Educational Visioning
While design officially started in April after an Educational Visioning Session, this project stretches back to the Spring of 2015, when the school District filed a master plan with the Ohio Facilities Construction Commission. In November 2019, the Cuyahoga Falls community approved a Bond issue that provided $80.6 million of the project, while the OFCC will contribute $33.2 million to the overall project. State funding was released to the district in May 2021, another large milestone that allowed all the team members to officially begin design.
The new facility is scheduled to open for the 2025-2026 school year. The Mayor of Cuyahoga Falls, Don Walters has called this project, “the missing link of the city,” in an interview earlier this year. The much-anticipated project will offer residents and students a modern environment and expanded educational opportunities.
Cuyahoga Falls City School District Educational Visioning
Architectural Design is an Iterative Process
Starting in April 2021, ThenDesign Architecture, the Cuyahoga Falls City School District and the OFCC have been developing schematics for the new structure. Throughout the spring and summer, a variety of engagements with community groups and educators have taken place. This has allowed the team to receive feedback from community members, teachers, and administrators that are being actively incorporated into the design process.
Architectural design is an iterative process. It involves generating many potential solutions, then quickly refining and testing the best ones, while dismissing those that don’t satisfy projects goals. For those working in the creative fields, this is a familiar process, and the development of the new school is no different. A variety of schemes have been developed, tested, and refined to best understand if they meet the needs of the district, while staying within budget.
We look forward to sharing more specifics on the 6-12 campus in the coming months.
Development for “The Whole Child”
Developing the “Whole Child”
Educational Foundation of Building
A great deal of time has been spent on the inner workings of the building with the schematic intent for the academic design being outlined. Classrooms follow a “pod” structure, with various grades broken down into small communities known as “neighborhoods,” “villages” and “communities.” Each of these differently sized pods represents a self-contained learning environment where students will spend most of their time. “Neighborhoods” are the smallest and contain classrooms, an open collaborative space and small group room. “Villages” and “communities” are larger but contain a similar academic design.
Educational research indicates that each person can maintain 150 meaningful social relationships at once. Dividing spaces in this way allow students to remain with a core group of their peers. This diminishes the overall building scale, while allowing all grades to efficiently share the common areas such as student dining, the gymnasiums, and performing arts center.
Examples of the neighborhoods include the three-6th grade learning “neighborhoods.” These small educational pods are separated from the middle and high school. This way sixth graders enjoy a welcoming and safe environment as they navigate the crucial transition out of elementary school. This new pod environment allows them to acclimate naturally to the new educational environment, while eliminating another jarring facility transition in future grades.
Similarly, the middle school “villages” are separated from the high school pods and the middle and high school have separate entries. It is best to think of this complex as two separate buildings under one roof. While there are opportunities for to share common spaces, students will remain separated in their academic areas but still benefit from pooled educational resources in a single building. This is the direction that many school districts are moving in and a lot of research demonstrates its effectiveness in public education.
A Design Team Meeting
The Role of a Construction Manager
As we move through the phases of design, Hammond will provide cost estimate analyses, ensuring the design stays within the financial commitment made to the community. With the current economic climate, the construction industry is facing several supply chain issues, labor shortages and inflationary concerns. Our team is currently working to identify all potential risks to the project, and will develop mitigation strategies into the final plan.
You will soon see activity on the site, starting with abatement of the Newberry School. In the next few months, the district will be hosting an online auction to sell various loose items in the building. The abatement of the building will follow, which includes the removal of specific materials prior to demolition of the facility. Once abatement is complete, the building services will be discontinued, and the school will be locked and secured through the remainder of the winter months. Final demolition of the building will be a part of the full campus site development work to be completed next year.
When will my child be in the new building?
Next Steps:
We look forward to releasing more information on the building as details around the floor plan, interior spaces and exterior renderings are developed. In the meantime, if you have specific questions, feel free to reach out to: cf_nichols@cftigers.org.
Cuyahoga Falls 6-12 Campus: Summer Design UpdateOver the summer, the design team continued to hit milestones in the design of the new Cuyahoga Falls 6-12 Campus. A variety of recent engagements have allowed the team to develop initial “schematic design drawings” that will be further developed in the months ahead.
Cuyahoga Falls 6-12 Campus: Summer Design Update
Since Educational Visioning in late April, the Cuyahoga Falls City School District, construction professionals, the Ohio Facilities Construction Commission and the design team at ThenDesign Architecture (TDA) have been working to develop solutions for the new 6-12 Campus. After initial engagements with the community and educators, the team has been busy cataloging and incorporating feedback into strategies for the new school. Now, after hundreds of hours of meetings, conversations and collaboration over the summer, they are hard at work integrating that input from stakeholders and drafting plans for the new facility.
District officials met with designers from ThenDesign Architecture at their office in Willoughby Ohio, for design meetings.
Important Aspects of Design from Educational Visioning
The Educational Visioning session in early May was critical to lay the “conceptual foundation” for the new school. At this event, around 100 attendees from the community, district and the design fields outlined key design points for this new “hub of the community.” These findings were outlined in the Educational Visioning Report, released in June.
A Recap of Those Key Points:
Flexible, collaborative spaces designed to promote independent student education.
Traffic circulation needs to be improved at the high school and other locations.
Identify opportunities where spaces can be shared between the middle and high school students.
Integrate outdoor learning areas and have collaborative spaces designed with an abundance of natural light.
Building entrances on site should be easily identifiable and promote community access.
Integrate athletic facilities with the building to maximize usage.
An Education Visioning Session in Cuyahoga Falls in early May.
“We had a great cross section of our community at Educational Visioning. We will have a building that provides the absolute best opportunities for our students.”
Dr. Todd M. Nichols
Superintendent/CEO
Partnership with the Ohio Facilities Construction Commission
To build the school, the district is funding $80.6 million of the project, which was generated from a 2019, community approved 9.83-mill tax levy, that included a 5.33-mill, 36-year bond issue. Additionally, the district is participating in the Ohio Facilities Construction Commission (OFCC), Classroom Facilities Assistance Program (CFAP). By participating in this program, the OFCC will provide an additional $32.8 million in project costs and participate in building’s design.
To qualify for this assistance, designers will follow guidelines from the OFCC that ensure the educational needs of the building are met. These guidelines come in the form of a “Program of Requirements” (POR). This is essentially a checklist of spaces and square footage that must be met inside the building.
This way, the OFCC ensures key academic spaces are included, sustainability goals are met, along with a variety of other priorities.
There are several standard POR options to choose from. One is the “Traditional POR.” This is the most rigid in terms of how square footage can be allocated, another is a “Partial Order Reduction POR,” this allows some flexibility in spatial requirements in how square footage is allocated. Another type is the “High Performance Learning Environment (HPLE) POR,” which is the most flexible design plan.
For the Cuyahoga Falls 6-12 Campus, the district is working off the High-Performance Learning Environment POR, based on Educational Visioning and academic feedback. Doing so, ensures maximum spatial flexibility with how spaces are arranged to deliver a collaborative and modern curriculum. Using this POR allows designers more freedom to program collaborative, student-centered spaces alongside core academic areas.
Designers at ThenDesign Architecture incorporated feedback from the Educational Visioning Session into the new facility.
“We heard how welcoming and central the school is to parents, students and residents. So we really are designing it to become a “hub of the community.”
Abby Rainieri
Educational Design Lead
Sustainability Features and the Eco-Charette
Each project the OFCC funds is required to meet the U.S. Green Building Council’s (USBGC) LEED Silver rating. The USBGC oversees Leadership in Energy Efficient Design (LEED) standards which is the most widely used green building rating system in the world. LEED provides a working framework for healthy, efficient, and cost-saving buildings.
Within the program, there are several tiers that a building can achieve by employing eco-friendly features. The four tiers are: certified, silver, gold and platinum and are determined by a structure’s ability to achieve points on LEED project scorecard. This scorecard is designed to measure how the building responds to its location and transportation options, sustainable site features, water efficiency, energy and atmosphere, materials and resource usage, indoor environmental quality, and other innovative design elements.
To determine the 6-12 Campus’ desired environmental features, the design team met early in the summer for an “eco-charrette.” Here the team outlined a strategy to meet the LEED Silver Rating.
Project Manager, Scott Alleman describes the eco-charrette, “It’s a work session where the district, educators, designers and construction professionals set our goals for the environmental and sustainability items we want to pursue.”
Specific features could range from adjusting the buildings orientation and windows to take advantage of daylight, minimizing windows on southern exposures to prevent excessive heat intake, better insulation in the building envelope, improved exterior lights to limit light pollution and rainwater management systems.
Alleman continues, “Sustainability is important to school projects. When you have a 350,000 sf building, we want to make sure it’s designed to be as thermally optimal as possible while making sure mechanical systems are laid out and operating as efficiently as possible.”
For Cheryl Fisher, an educational planner on the project, achieving this rating is a balance between managing costs and the districts goals for sustainability.
“I’m impressed at the level of detail that goes into this part of planning,” Fisher notes, “the manual guiding these scorecards are 600+ pages. We want to achieve the district’s goals for sustainability, while scoring points that make the most budgetary sense. It’s a challenge.”
Engaging early on sustainability goals affects the building’s early design.
Cheryl continues, “We want to gain all the points we can while protecting the overall budget. To achieve all the points, would impact the budget greatly. If we decided to add underground parking, covered by greenspace, that would significantly impact both the design and budget. We need to be realistic about what we can achieve.”
An eco-charrette was hosted in the Cuyahoga Falls High School to set sustainability goals for the new 6-12 Campus.
“Sustainability is important to school projects. When you have a 350,000sf building, it needs to be designed to operate as efficiently as possible.”
Scott Alleman
Architect
Visual Preference Exercise
Early in the summer, the design team held a “Visual Preference Exercise” to receive input from the community on how they think the exterior of the building should look. During this engagement, over 800 community members provided feedback on various exterior styles for the building.
Many participants expressed a strong affinity to various buildings in Cuyahoga Falls. Notably, the Natatorium and downtown Clock Tower were beloved architectural examples.
The design team found the community preferred a mix of exterior architectural styles, while identifying the importance of defined, “contemporary entrances” while maintaining some characteristics of Cuyahoga Falls’ more “traditional” architecture.
A “Visual Preference Exercise” was held in the Cuyahoga Falls High School Auditorium to gather input on the exterior design of the new facility.
“I love this city, I moved back to the Falls recently and can’t wait to see this project built. The buildings down on Portage Trail are my favorite, they have so much character.”
Cuyahoga Falls Resident
Visual Preference Exercise
Building Tours and Educator Engagement
Also over the summer, the district and representatives from the construction leadership team had the opportunity to tour schools in neighboring communities that have transitioned to new, more collaborative, student centered facilities. Facilities toured included schools in the Willoughby/Eastlake District and North Ridgeville City Schools among others. They walked through collaborative spaces, classrooms, and student dining areas, while hearing educators’ overall impressions of them in use.
Visiting these facilities provide valuable insight into the spatial layout of 21st century educational environments and how other districts planned and executed their building projects.
District officials and TDA designers toured educational facilities in the Willoughby-Eastlake City School District.
The design team facilitated a series of engagements with educators from the Cuyahoga Falls High School, Bolich and Roberts Middle Schools designed to gather input on the new school’s interior layout. Teachers discussed their current classrooms, assessed storage needs, and adjacencies between departments. These sessions allowed staff to explain key points for inclusion in the new building and helped the district understand better how curriculum can be advanced in the new facility.
Some key findings included:
A desire to collaborate more among educators. There was excitement over consolidating into one facility that would make collaboration between educators easier.
An interest in interconnected rooms that could make co-teaching a possibility for classes in the same department.
Using the architecture itself as a teaching tool by exposing building systems in limited areas for students to examine and explore.
Including flexible spaces outside the classroom so students could divide up for a variety of activities in small groups.
Connecting some science classrooms to exterior space for outdoor experiments. Possibly integrating exterior courtyards into the building for natural lighting and access.
More options for equipment storage and space for some long-term science experiments.
Organizing the new facility by department, instead of classrooms spread out across the school.
Flexible spaces big enough to host 2 different classes to interact and have mixed assignments.
Educators were engaged early in the process to better understand how they could use space in the new facility.
Schematic Design Continues
With Educational Visioning, OFCC input, educator feedback, visual preferencing, and sustainable features outlined, this has allowed designers to put “pencils to paper” and develop a building layout. This initial set of conceptual designs are known as “schematic drawings” and helps the process in a variety of ways.
First, these drawings detail how the “Program of Requirements” (or list of necessary spaces and square footage) is applied in the new school. This milestone took hours of collaboration among the Cuyahoga Falls City School District, the Ohio Facilities Construction Commission, ThenDesign Architecture and Hammond Construction. Areas of the building such as classrooms, collaborative spaces, athletics, student dining and other keys spaces are all incorporated into the design.
Secondly, these drawings allow the team to begin exploring building materials, colors, and textures for the final structure. This submission also shows how feedback from the early informational gathering process has been applied. This will continue to be refined and adjusted with further conversation.
Thirdly, the initial drawings allow the team to better examine building costs and validate budget decisions. While “rule of thumb” costs have been applied throughout the process, these drawings can be analyzed by the construction manager to provide more accurate feedback on material availability and project cost breakdowns.
The schematic drawings will continue to be developed as the design project continues.
Countless hours have been spent developing schematic drawings for the Cuyahoga Falls 6-12 Campus.
“This building is a reflection of the community, the district’s educational goals and input from many other stakeholders. We are excited to present what we have developed.”
Scott Alleman
Architect
Next Steps in the Design Process
With this information gathered and schematic designs in development, the team looks forward to providing an early glimpse of the conceptual design of the building in late October. These designs will be refined in the months ahead and this initial release will give community members a glimpse into the direction of the design.
Your input on this project matters! Feel free to reach out to Dr. Todd Nichols, cf_nichols@cftigers.org, with any questions or comments on the design’s progression. Watch the Cuyahoga Falls City School District channels for details on when the schematic designs will be released. Currently this is planned as both an in-person and online event on October 19th. We look forward to seeing you there!
Cuyahoga Falls 6-12 Campus: Summer Design UpdateOver the summer, the design team continued to hit milestones in the design of the new Cuyahoga Falls 6-12 Campus. A variety of recent engagements have allowed the team to develop initial “schematic design drawings” that will be further developed in the months ahead.
Cuyahoga Falls 6-12 Campus: Summer Design Update
Since Educational Visioning in late April, the Cuyahoga Falls City School District, construction professionals, the Ohio Facilities Construction Commission and the design team at ThenDesign Architecture (TDA) have been working to develop solutions for the new 6-12 Campus. After initial engagements with the community and educators, the team has been busy cataloging and incorporating feedback into strategies for the new school. Now, after hundreds of hours of meetings, conversations and collaboration over the summer, they are hard at work integrating that input from stakeholders and drafting plans for the new facility.
District officials met with designers from ThenDesign Architecture at their office in Willoughby Ohio, for design meetings.
Important Aspects of Design from Educational Visioning
The Educational Visioning session in early May was critical to lay the “conceptual foundation” for the new school. At this event, around 100 attendees from the community, district and the design fields outlined key design points for this new “hub of the community.” These findings were outlined in the Educational Visioning Report, released in June.
A Recap of Those Key Points:
Flexible, collaborative spaces designed to promote independent student education.
Traffic circulation needs to be improved at the high school and other locations.
Identify opportunities where spaces can be shared between the middle and high school students.
Integrate outdoor learning areas and have collaborative spaces designed with an abundance of natural light.
Building entrances on site should be easily identifiable and promote community access.
Integrate athletic facilities with the building to maximize usage.
An Education Visioning Session in Cuyahoga Falls in early May.
“We had a great cross section of our community at Educational Visioning. We will have a building that provides the absolute best opportunities for our students.”
Dr. Todd M. Nichols
Superintendent/CEO
Partnership with the Ohio Facilities Construction Commission
To build the school, the district is funding $80.6 million of the project, which was generated from a 2019, community approved 9.83-mill tax levy, that included a 5.33-mill, 36-year bond issue. Additionally, the district is participating in the Ohio Facilities Construction Commission (OFCC), Classroom Facilities Assistance Program (CFAP). By participating in this program, the OFCC will provide an additional $32.8 million in project costs and participate in building’s design.
To qualify for this assistance, designers will follow guidelines from the OFCC that ensure the educational needs of the building are met. These guidelines come in the form of a “Program of Requirements” (POR). This is essentially a checklist of spaces and square footage that must be met inside the building.
This way, the OFCC ensures key academic spaces are included, sustainability goals are met, along with a variety of other priorities.
There are several standard POR options to choose from. One is the “Traditional POR.” This is the most rigid in terms of how square footage can be allocated, another is a “Partial Order Reduction POR,” this allows some flexibility in spatial requirements in how square footage is allocated. Another type is the “High Performance Learning Environment (HPLE) POR,” which is the most flexible design plan.
For the Cuyahoga Falls 6-12 Campus, the district is working off the High-Performance Learning Environment POR, based on Educational Visioning and academic feedback. Doing so, ensures maximum spatial flexibility with how spaces are arranged to deliver a collaborative and modern curriculum. Using this POR allows designers more freedom to program collaborative, student-centered spaces alongside core academic areas.
Designers at ThenDesign Architecture incorporated feedback from the Educational Visioning Session into the new facility.
“We heard how welcoming and central the school is to parents, students and residents. So we really are designing it to become a “hub of the community.”
Abby Rainieri
Educational Design Lead
Sustainability Features and the Eco-Charette
Each project the OFCC funds is required to meet the U.S. Green Building Council’s (USBGC) LEED Silver rating. The USBGC oversees Leadership in Energy Efficient Design (LEED) standards which is the most widely used green building rating system in the world. LEED provides a working framework for healthy, efficient, and cost-saving buildings.
Within the program, there are several tiers that a building can achieve by employing eco-friendly features. The four tiers are: certified, silver, gold and platinum and are determined by a structure’s ability to achieve points on LEED project scorecard. This scorecard is designed to measure how the building responds to its location and transportation options, sustainable site features, water efficiency, energy and atmosphere, materials and resource usage, indoor environmental quality, and other innovative design elements.
To determine the 6-12 Campus’ desired environmental features, the design team met early in the summer for an “eco-charrette.” Here the team outlined a strategy to meet the LEED Silver Rating.
Project Manager, Scott Alleman describes the eco-charrette, “It’s a work session where the district, educators, designers and construction professionals set our goals for the environmental and sustainability items we want to pursue.”
Specific features could range from adjusting the buildings orientation and windows to take advantage of daylight, minimizing windows on southern exposures to prevent excessive heat intake, better insulation in the building envelope, improved exterior lights to limit light pollution and rainwater management systems.
Alleman continues, “Sustainability is important to school projects. When you have a 350,000 sf building, we want to make sure it’s designed to be as thermally optimal as possible while making sure mechanical systems are laid out and operating as efficiently as possible.”
For Cheryl Fisher, an educational planner on the project, achieving this rating is a balance between managing costs and the districts goals for sustainability.
“I’m impressed at the level of detail that goes into this part of planning,” Fisher notes, “the manual guiding these scorecards are 600+ pages. We want to achieve the district’s goals for sustainability, while scoring points that make the most budgetary sense. It’s a challenge.”
Engaging early on sustainability goals affects the building’s early design.
Cheryl continues, “We want to gain all the points we can while protecting the overall budget. To achieve all the points, would impact the budget greatly. If we decided to add underground parking, covered by greenspace, that would significantly impact both the design and budget. We need to be realistic about what we can achieve.”
An eco-charrette was hosted in the Cuyahoga Falls High School to set sustainability goals for the new 6-12 Campus.
“Sustainability is important to school projects. When you have a 350,000sf building, it needs to be designed to operate as efficiently as possible.”
Scott Alleman
Architect
Visual Preference Exercise
Early in the summer, the design team held a “Visual Preference Exercise” to receive input from the community on how they think the exterior of the building should look. During this engagement, over 800 community members provided feedback on various exterior styles for the building.
Many participants expressed a strong affinity to various buildings in Cuyahoga Falls. Notably, the Natatorium and downtown Clock Tower were beloved architectural examples.
The design team found the community preferred a mix of exterior architectural styles, while identifying the importance of defined, “contemporary entrances” while maintaining some characteristics of Cuyahoga Falls’ more “traditional” architecture.
A “Visual Preference Exercise” was held in the Cuyahoga Falls High School Auditorium to gather input on the exterior design of the new facility.
“I love this city, I moved back to the Falls recently and can’t wait to see this project built. The buildings down on Portage Trail are my favorite, they have so much character.”
Cuyahoga Falls Resident
Visual Preference Exercise
Building Tours and Educator Engagement
Also over the summer, the district and representatives from the construction leadership team had the opportunity to tour schools in neighboring communities that have transitioned to new, more collaborative, student centered facilities. Facilities toured included schools in the Willoughby/Eastlake District and North Ridgeville City Schools among others. They walked through collaborative spaces, classrooms, and student dining areas, while hearing educators’ overall impressions of them in use.
Visiting these facilities provide valuable insight into the spatial layout of 21st century educational environments and how other districts planned and executed their building projects.
District officials and TDA designers toured educational facilities in the Willoughby-Eastlake City School District.
The design team facilitated a series of engagements with educators from the Cuyahoga Falls High School, Bolich and Roberts Middle Schools designed to gather input on the new school’s interior layout. Teachers discussed their current classrooms, assessed storage needs, and adjacencies between departments. These sessions allowed staff to explain key points for inclusion in the new building and helped the district understand better how curriculum can be advanced in the new facility.
Some key findings included:
A desire to collaborate more among educators. There was excitement over consolidating into one facility that would make collaboration between educators easier.
An interest in interconnected rooms that could make co-teaching a possibility for classes in the same department.
Using the architecture itself as a teaching tool by exposing building systems in limited areas for students to examine and explore.
Including flexible spaces outside the classroom so students could divide up for a variety of activities in small groups.
Connecting some science classrooms to exterior space for outdoor experiments. Possibly integrating exterior courtyards into the building for natural lighting and access.
More options for equipment storage and space for some long-term science experiments.
Organizing the new facility by department, instead of classrooms spread out across the school.
Flexible spaces big enough to host 2 different classes to interact and have mixed assignments.
Educators were engaged early in the process to better understand how they could use space in the new facility.
Schematic Design Continues
With Educational Visioning, OFCC input, educator feedback, visual preferencing, and sustainable features outlined, this has allowed designers to put “pencils to paper” and develop a building layout. This initial set of conceptual designs are known as “schematic drawings” and helps the process in a variety of ways.
First, these drawings detail how the “Program of Requirements” (or list of necessary spaces and square footage) is applied in the new school. This milestone took hours of collaboration among the Cuyahoga Falls City School District, the Ohio Facilities Construction Commission, ThenDesign Architecture and Hammond Construction. Areas of the building such as classrooms, collaborative spaces, athletics, student dining and other keys spaces are all incorporated into the design.
Secondly, these drawings allow the team to begin exploring building materials, colors, and textures for the final structure. This submission also shows how feedback from the early informational gathering process has been applied. This will continue to be refined and adjusted with further conversation.
Thirdly, the initial drawings allow the team to better examine building costs and validate budget decisions. While “rule of thumb” costs have been applied throughout the process, these drawings can be analyzed by the construction manager to provide more accurate feedback on material availability and project cost breakdowns.
The schematic drawings will continue to be developed as the design project continues.
Countless hours have been spent developing schematic drawings for the Cuyahoga Falls 6-12 Campus.
“This building is a reflection of the community, the district’s educational goals and input from many other stakeholders. We are excited to present what we have developed.”
Scott Alleman
Architect
Next Steps in the Design Process
With this information gathered and schematic designs in development, the team looks forward to providing an early glimpse of the conceptual design of the building in late October. These designs will be refined in the months ahead and this initial release will give community members a glimpse into the direction of the design.
Your input on this project matters! Feel free to reach out to Dr. Todd Nichols, cf_nichols@cftigers.org, with any questions or comments on the design’s progression. Watch the Cuyahoga Falls City School District channels for details on when the schematic designs will be released. Currently this is planned as both an in-person and online event on October 19th. We look forward to seeing you there!
Oberlin City Schools Elementary School Ribbon CuttingThe Oberlin City School District celebrated a Ribbon Cutting Ceremony for their new Pre-K through fifth grade elementary school. Attended by the community, district officials and other dignitaries, the new elementary school provides a modern, collaborative learning environment and features environmentally friendly features that make it a model for sustainable school design.
Oberlin City Schools Elementary School Ribbon Cutting
The Oberlin City School District, community, dignitaries along with construction and design professionals gathered on September 12th, to celebrate the opening of the new Oberlin elementary school. This 62,000 sf, 21st century learning facility, features collaborative spaces and advanced environmental control systems. Interior spaces can be reconfigured to meet the changing needs of the district and provide educational opportunities for students of all ages.
Speaking at the ceremony, Dr. David Hall commented, “Oberlin City Schools embarked on a journey almost 10 years ago to redesign our pre-K 12 facilities. This journey was led by instrumental community leaders,” referring to previous superintendent John Schroth and former OCS Board President Barry Richards. “A facilities team was formed consisting of community members, staff, parents and administrators to make that vision a reality. It implements 21st century teaching strategies across a new facility and all of these stages were critical points to move the district forward.”
Dr. Hall thanked the community for their support of the longtime project.
Superintendent of Oberlin City Schools, Dr. David Hall, gave an opening address, along with Oberlin City Schools Board President, Jason Miller and Ohio State Representative Joe Miller and architect, Brad Gellert.
“Oberlin City Schools embarked on a journey almost 10 years ago to redesign our pre-K 12 facilities. This school implements 21st century teaching strategies across the new facility and all of these stages were critical points to move the district forward.”
Dr. David Hall
Superintendent of Oberlin City School District
Project Manager, Brad Gellert commented, “The district and community had a goal in mind of creating a building that met current the needs of Pre-K through 5th grade students and also the future student needs by constructing a building that could be reconfigured due to changing conditions.”
As a result, the building features a STEAM (Science, Technology, Engineering, Arts, Mathematics) Lab, an extended gymnasium space, open and flexible classroom spaces, advanced environmental controls, and an emotional sensory room.
Dr. Hall spoke about the importance of the building’s environmental impact, “Sustainability is important to the district and our community.” Continuing the theme of a collaborative design project, Dr. Hall recalled, “We created a sustainability committee which provided valuable information on our new Pre-K-5 sustainability initiatives.” These initiatives included, a solar installation that provides 80% of the building’s energy needs, electrical power vehicle charging stations and an environmental dashboard that monitors energy use.
This environmental dashboard, which was partially funded by a grant from Oberlin College Green Edge Fund, can be used by future students to better understand how the building’s energy use affects the environment.
Other low-cost sustainability measures included enhanced insulation in the building’s envelope, orienting the building so its longest side faces north, while also adding larger windows to that façade. This minimizes heat gain and the need for greater cooling.
Attendees included community members, dignitaries, school administration and students.
“This is a prime example of what we can accomplish together, not by working in silos, but working in unison. No one person or institution has the answer, but the unity of the whole is needed for success.”
Jason Miller
Oberlin City Schools Board President
Oberlin’s “All Inclusive” Public Education
The ceremony was also attended by Ohio State Representative, Joe Miller. Miller, who also attended the building’s groundbreaking ceremony commented on the historic importance Oberlin placed on public education, “It didn’t matter whether students were black or white, Christian or Jewish, it just didn’t matter.” Miller continued, “The Oberlin community said, “We will educate all (185 years ago),” this was public education at its best, they pioneered it and that’s something to be proud of.”
Miller, a former high school social studies teacher, is a strong advocate of public education, and felt Oberlin’s example of inclusion and diversity was admirable.
“Together we will provide education for all children, their zip code doesn’t matter, their socioeconomic status doesn’t matter, where they’re from originally doesn’t matter. They all have an equal shot. You have provided a facility to meet everyone’s needs. I’m so proud of you for doing that.”
After the Ribbon Cutting Ceremony, Dr. Hall who is passionate about educating Oberlin’s students commented, “I’m blessed, this is the job I want to do, and can’t think of anything else I would rather do. The last year has been an obstacle, it’s been challenging, but we are overcoming that and looking forward to the future.”
The New Oberlin City Schools Elementary School Opened for Tours
“These designs are a long-term commitment. It’s not like writing a book report, it’s a 10-year effort. Oberlin stuck with it and when you tour the building, you will see the results.”
Brad Gellert
Architect
Oberlin City Schools conducted a dedication ceremony for the new Oberlin Elementary School on Sept. 12. From left: Ohio State Rep. Joe Miller, Oberlin City Schools Superintendent Dr. David Hall, Oberlin City Schools Board President Jason Miller, and board members Farah Emeka, Anne Schaum, and Oberlin City Schools Vice-President Dr. Ken Stanley.
A Successful, “Forward-Thinking” Project
Brad Gellert, the architect on the project commented on why it was successful, “We built it on a very tight budget and during the COVID-19 pandemic. We were able to introduce many new sustainability features like a solar array that powers 80% of the building, the electric vehicle charging stations and the environmental dashboard. These are all very innovative initiatives for a school.”
Sustainability and collaborative learning are the hallmarks of this new educational facility and display how elementary schools can embody these principles.
“To create positive change in the world, you must work collaboratively with others,” said Brad Gellert adding “spending years assisting the district with this project is personal. We are proud to be part of that collaboration, and know you will enjoy the building for many years to come.”
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Oberlin City Schools Elementary School Ribbon CuttingThe Oberlin City School District celebrated a Ribbon Cutting Ceremony for their new Pre-K through fifth grade elementary school. Attended by the community, district officials and other dignitaries, the new elementary school provides a modern, collaborative learning environment and features environmentally friendly features that make it a model for sustainable school design.
Oberlin City Schools Elementary School Ribbon Cutting
The Oberlin City School District, community, dignitaries along with construction and design professionals gathered on September 12th, to celebrate the opening of the new Oberlin elementary school. This 62,000 sf, 21st century learning facility, features collaborative spaces and advanced environmental control systems. Interior spaces can be reconfigured to meet the changing needs of the district and provide educational opportunities for students of all ages.
Speaking at the ceremony, Dr. David Hall commented, “Oberlin City Schools embarked on a journey almost 10 years ago to redesign our pre-K 12 facilities. This journey was led by instrumental community leaders,” referring to previous superintendent John Schroth and former OCS Board President Barry Richards. “A facilities team was formed consisting of community members, staff, parents and administrators to make that vision a reality. It implements 21st century teaching strategies across a new facility and all of these stages were critical points to move the district forward.”
Dr. Hall thanked the community for their support of the longtime project.
Superintendent of Oberlin City Schools, Dr. David Hall, gave an opening address, along with Oberlin City Schools Board President, Jason Miller and Ohio State Representative Joe Miller and architect, Brad Gellert.
“Oberlin City Schools embarked on a journey almost 10 years ago to redesign our pre-K 12 facilities. This school implements 21st century teaching strategies across the new facility and all of these stages were critical points to move the district forward.”
Dr. David Hall
Superintendent of Oberlin City School District
Project Manager, Brad Gellert commented, “The district and community had a goal in mind of creating a building that met current the needs of Pre-K through 5th grade students and also the future student needs by constructing a building that could be reconfigured due to changing conditions.”
As a result, the building features a STEAM (Science, Technology, Engineering, Arts, Mathematics) Lab, an extended gymnasium space, open and flexible classroom spaces, advanced environmental controls, and an emotional sensory room.
Dr. Hall spoke about the importance of the building’s environmental impact, “Sustainability is important to the district and our community.” Continuing the theme of a collaborative design project, Dr. Hall recalled, “We created a sustainability committee which provided valuable information on our new Pre-K-5 sustainability initiatives.” These initiatives included, a solar installation that provides 80% of the building’s energy needs, electrical power vehicle charging stations and an environmental dashboard that monitors energy use.
This environmental dashboard, which was partially funded by a grant from Oberlin College Green Edge Fund, can be used by future students to better understand how the building’s energy use affects the environment.
Other low-cost sustainability measures included enhanced insulation in the building’s envelope, orienting the building so its longest side faces north, while also adding larger windows to that façade. This minimizes heat gain and the need for greater cooling.
Attendees included community members, dignitaries, school administration and students.
“This is a prime example of what we can accomplish together, not by working in silos, but working in unison. No one person or institution has the answer, but the unity of the whole is needed for success.”
Jason Miller
Oberlin City Schools Board President
Oberlin’s “All Inclusive” Public Education
The ceremony was also attended by Ohio State Representative, Joe Miller. Miller, who also attended the building’s groundbreaking ceremony commented on the historic importance Oberlin placed on public education, “It didn’t matter whether students were black or white, Christian or Jewish, it just didn’t matter.” Miller continued, “The Oberlin community said, “We will educate all (185 years ago),” this was public education at its best, they pioneered it and that’s something to be proud of.”
Miller, a former high school social studies teacher, is a strong advocate of public education, and felt Oberlin’s example of inclusion and diversity was admirable.
“Together we will provide education for all children, their zip code doesn’t matter, their socioeconomic status doesn’t matter, where they’re from originally doesn’t matter. They all have an equal shot. You have provided a facility to meet everyone’s needs. I’m so proud of you for doing that.”
After the Ribbon Cutting Ceremony, Dr. Hall who is passionate about educating Oberlin’s students commented, “I’m blessed, this is the job I want to do, and can’t think of anything else I would rather do. The last year has been an obstacle, it’s been challenging, but we are overcoming that and looking forward to the future.”
The New Oberlin City Schools Elementary School Opened for Tours
“These designs are a long-term commitment. It’s not like writing a book report, it’s a 10-year effort. Oberlin stuck with it and when you tour the building, you will see the results.”
Brad Gellert
Architect
Oberlin City Schools conducted a dedication ceremony for the new Oberlin Elementary School on Sept. 12. From left: Ohio State Rep. Joe Miller, Oberlin City Schools Superintendent Dr. David Hall, Oberlin City Schools Board President Jason Miller, and board members Farah Emeka, Anne Schaum, and Oberlin City Schools Vice-President Dr. Ken Stanley.
A Successful, “Forward-Thinking” Project
Brad Gellert, the architect on the project commented on why it was successful, “We built it on a very tight budget and during the COVID-19 pandemic. We were able to introduce many new sustainability features like a solar array that powers 80% of the building, the electric vehicle charging stations and the environmental dashboard. These are all very innovative initiatives for a school.”
Sustainability and collaborative learning are the hallmarks of this new educational facility and display how elementary schools can embody these principles.
“To create positive change in the world, you must work collaboratively with others,” said Brad Gellert adding “spending years assisting the district with this project is personal. We are proud to be part of that collaboration, and know you will enjoy the building for many years to come.”
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Silver Lake Elementary Playground EngagementIn early May, students at the Silver Lake Elementary School in Cuyahoga Falls, Ohio gathered with architects, teachers, and district administrators to design a new playground for their school. While it may be easy to overlook such a small project, seeing a playground through a student’s eyes helps designers deliver a project that fits the needs of the district and students.
Silver Lake Elementary Playground Engagement, Cuyahoga Falls
In early May, students at the Silver Lake Elementary School in Cuyahoga Falls, Ohio gathered with architects, teachers, and district administrators to design a new playground for their school. This new playground, which is a part of the capital improvement program in Cuyahoga Falls, adds updated equipment for the young students at this longstanding neighborhood school.
Since collaboration is a foundational principle of TDA’s architectural design process, including the stakeholders who use it most—in this case, elementary school students—is important. This collaboration allows them to enjoy their new playground and take pride in having a hand in its design.
See the students “in action” during the playground engagement:
“I love being able to work on the playground with my friends. I know we won’t get all of this [equipment], but it’s so cool to be involved in this project!”
Silver Lake Elementary School Student
Fourth Grade Student
Interactive Design Activities
To get feedback from students, architects held a design “charrette” to gather information and jointly develop a site layout with students for this project.
A design “charrette” is a collaborative activity, where stakeholders gather to map solutions on a challenge they face. In this project, the stakeholders were the elementary students and educators, and the challenge was deciding on playground equipment and how it would lay out on their site.
Silver Lake Elementary Playground Engagement
Designers created three primary activities to work out solutions with the group.
The first activity focused on surveying students on their favorite games at recess. These conversations provided valuable insight into what types of activities the students liked doing on their playground. Questions like, “Do students use equipment like swings and climbing walls the most or do they prefer open space for games of tag and other outdoor activities?” guide overall layouts.
The second activity was designed to gather information about students’ favorite equipment and how these would be used alongside their favorite outside games. Using sticky dots, students identified what equipment they preferred and whether it promoted climbing, swinging, jumping, or running. This allows designers to select equipment that will be used most.
Finally, the third activity challenged students to think like designers and develop their own playgrounds. Then, they would present their solutions to their peers. Using simple materials in small groups, they built a version of their playground on their site. This gave them the chance to think “outside the box” with equipment types, color, texture, and ground materials. With this information, architects could more easily understand spatial relationships between pieces and what types of materials students preferred.
These three activities provided valuable feedback to guide the overall design of the playground. It gives these young “stakeholders” a chance to take responsibility for their environment and how they could best use the space on their site.
While students may not get all the equipment they planned for, such as swimming pools, pirate ships or rocket blasters, they can think creatively about space and how they would use it for themselves.
Silver Lake Elementary School students designed their own playgrounds and presented to their peers.
“I’m looking for climbing things, stuff you can flip on, and hanging equipment too!”
Silver Lake Elementary School Student
Second Grade Student
Value of Collaboration
Gathering input from a variety of perspectives and ages better informs the layout of architecture, site plans, educational design and even playgrounds. Like Educational Visioning, where community members provide feedback on their priorities for a new or renovated school, this idea also applies on a small scale, as with playgrounds or sports fields.
While it may be easy to overlook stakeholder engagement in such a simple design, seeing a playground through a student’s perspective helps designers more effectively plan the space, and address both budget and time constraints.
This helps architects deliver a playground that fits the needs of the district, the surrounding community and the kids who will be using it the most.
Get our newsletter with insights, events and tips.
Silver Lake Elementary Playground EngagementIn early May, students at the Silver Lake Elementary School in Cuyahoga Falls, Ohio gathered with architects, teachers, and district administrators to design a new playground for their school. While it may be easy to overlook such a small project, seeing a playground through a student’s eyes helps designers deliver a project that fits the needs of the district and students.
Silver Lake Elementary Playground Engagement, Cuyahoga Falls
In early May, students at the Silver Lake Elementary School in Cuyahoga Falls, Ohio gathered with architects, teachers, and district administrators to design a new playground for their school. This new playground, which is a part of the capital improvement program in Cuyahoga Falls, adds updated equipment for the young students at this longstanding neighborhood school.
Since collaboration is a foundational principle of TDA’s architectural design process, including the stakeholders who use it most—in this case, elementary school students—is important. This collaboration allows them to enjoy their new playground and take pride in having a hand in its design.
See the students “in action” during the playground engagement:
“I love being able to work on the playground with my friends. I know we won’t get all of this [equipment], but it’s so cool to be involved in this project!”
Silver Lake Elementary School Student
Fourth Grade Student
Interactive Design Activities
To get feedback from students, architects held a design “charrette” to gather information and jointly develop a site layout with students for this project.
A design “charrette” is a collaborative activity, where stakeholders gather to map solutions on a challenge they face. In this project, the stakeholders were the elementary students and educators, and the challenge was deciding on playground equipment and how it would lay out on their site.
Silver Lake Elementary Playground Engagement
Designers created three primary activities to work out solutions with the group.
The first activity focused on surveying students on their favorite games at recess. These conversations provided valuable insight into what types of activities the students liked doing on their playground. Questions like, “Do students use equipment like swings and climbing walls the most or do they prefer open space for games of tag and other outdoor activities?” guide overall layouts.
The second activity was designed to gather information about students’ favorite equipment and how these would be used alongside their favorite outside games. Using sticky dots, students identified what equipment they preferred and whether it promoted climbing, swinging, jumping, or running. This allows designers to select equipment that will be used most.
Finally, the third activity challenged students to think like designers and develop their own playgrounds. Then, they would present their solutions to their peers. Using simple materials in small groups, they built a version of their playground on their site. This gave them the chance to think “outside the box” with equipment types, color, texture, and ground materials. With this information, architects could more easily understand spatial relationships between pieces and what types of materials students preferred.
These three activities provided valuable feedback to guide the overall design of the playground. It gives these young “stakeholders” a chance to take responsibility for their environment and how they could best use the space on their site.
While students may not get all the equipment they planned for, such as swimming pools, pirate ships or rocket blasters, they can think creatively about space and how they would use it for themselves.
Silver Lake Elementary School students designed their own playgrounds and presented to their peers.
“I’m looking for climbing things, stuff you can flip on, and hanging equipment too!”
Silver Lake Elementary School Student
Second Grade Student
Value of Collaboration
Gathering input from a variety of perspectives and ages better informs the layout of architecture, site plans, educational design and even playgrounds. Like Educational Visioning, where community members provide feedback on their priorities for a new or renovated school, this idea also applies on a small scale, as with playgrounds or sports fields.
While it may be easy to overlook stakeholder engagement in such a simple design, seeing a playground through a student’s perspective helps designers more effectively plan the space, and address both budget and time constraints.
This helps architects deliver a playground that fits the needs of the district, the surrounding community and the kids who will be using it the most.
Get our newsletter with insights, events and tips.
North High School – Mind, Heart and BodyNorth High School in Eastlake Ohio is a 9-12 facility that embodies the educational ideals of the Willoughby-Eastlake City School District. Conceptually organized around the idea of unifying a student’s “mind,” “heart” and “body,” this unique structure brings “student centered” learning to its lake front community.
North High School, Eastlake Ohio
North High School in Eastlake Ohio is a 9-12 facility embodying the educational ideals of the Willoughby-Eastlake City School District. It promotes student/teacher collaboration and integrates advanced technology, enhancing education in the region. This 2-story, 187,000 sf facility serves its 1,100 students and houses a state-of-the-art performing arts center that seats 500 guests. A central “Student Union” acts as the main circulation hub which leads to a competition gymnasium, media center and dual academic collaboratives. Having been developed in parallel with its sister school Willoughby South, North High School is a 21st century learning facility that exemplifies the district’s goals of modernizing its curriculum and provides flexible spaces to support student centered learning.
Innovative Learning
Innovative student education is nothing new for the Willoughby-Eastlake City School District. Having renovated a training building on the former Eaton Corporate Campus in Willoughby Hills, they began experimenting with modern forms of student engagement and teaching. This educational initiative is known as the Willoughby-Eastlake School of Innovation.
The School of Innovation was a testing ground for the Willoughby-Eastlake City School District and they began implementing a “student centered learning model” with select students on a small scale.
Instead of the typical double loaded corridor which connected relatively small classrooms and focused on teachers lecturing students from the front of the room, this new educational model focused on “project-based learning,” where students were encouraged to collaborate with each other in small groups. With a more flexible open environment, educators were able to teach in a way that traditional educational facilities didn’t support.
As this program developed, the district began seeing successes in the form of student satisfaction and greater engagement in coursework. From these positive early results, they knew this “student centered” approach would be a good fit for their community.
The district then began to create a facilities plan that would address each school in their community, bringing this new model.
“Everything that’s happening in public education right now is very exciting… Good design really facilitates many different methods of learning.”
Abby Rainieri
Educational Design Lead
Educational Visioning
ThenDesign Architecture assisted the district by conducting an educational visioning session. This event brought together community members, district administration and students to define how they wanted to address education in their area. This session identified a vision for education and helped lay the groundwork for how future buildings would be designed.
After passing a bond issue to fund the project, the district decided to create three new buildings, Longfellow, a PreK-5 building, two new high schools (North High School and Willoughby South) and then renovate the rest of the existing schools.
This community-wide update changed the course of education in the district.
Abby Rainieri, Project Manager for North High School commented, “I think student centered learning is very effective at the high school level, because at this stage of education, every student is different. Whether their path takes them to higher education, or right into a career, these spaces are tailored to suit that direction.”
North High School
Located off Stevens boulevard, in Eastlake Ohio, the curved and sweeping exterior uses metal panels and brick to mimic the dynamic forms of Lake Erie in this lake front community.
North was conceptually organized around the idea of unifying a student’s “mind,” “heart” and “body.” A centralized “Student Union” is the entryway to the school, includes student dining, and serves as the “heart” of the building. This space was named after the historic “Union High School,” and is the largest collaborative space which leads to all other locations in the building. The gymnasium and performing arts spaces are the most active learning spaces and symbolize the “body” portion of the building, while the academic spaces symbolize the “mind.” These 3 components, mind, heart, and body are the organizing principals and serve as a “living diagram” for the building.
The academic spaces are divided into the STEM and Humanities programs. Each one is organized around an open collaborative space and likened to the right and left halves of the brain–two necessary elements of a functioning whole. Classrooms in each collaborative are connected to their hub by overhead doors which allow the common space to become an extension of the classroom. Architecturally, the STEM and Humanities hubs are linked by a circulation bridge which overlooks an outdoor “learning commons.”
The second floor of these hubs host small group rooms that are separated by glass walls with integrated technology. The glass provides a visual connection, while maintaining privacy to allow teachers the ability to work with individual students, or for groups of students to prepare and rehearse presentations in a more formal setting.
“Students are free to use the collaborative areas to suit their needs. They want to interact with their friends like at a coffee shop or in their house.”
Abby Rainieri
Educational Design Lead
Interior Finishes
Similar to the deep collaboration among district administrators, community members and designers, both the architectural and interior design teams blended together. Designs for interior circulation and educational program integrated with color schemes, interior textures and furniture.
Within the Humanities hub, warmer colors and soft surfaces were used to reflect a learning style that promotes conversation and idea sharing. In the STEM collaborative, building systems were exposed, harder textures were used along with cool colors. This way the architecture mimicked the science and math fields practiced there. In addition, both academic wings have access to a central learning courtyard where students gather to perform outdoor experiments.
Commenting on how the flexible spaces are used by students, Abby explained “What is rewarding is seeing students using those spaces in ways we didn’t foresee.” Students are free to use the areas to suit their needs and feel personally connected to them. “They figure out how to use spaces in their own unique way. They don’t want to sit in the rows all day. They want to interact with their friends like at a coffee shop or in their house.”
The school can be a beautiful and functional hub where students want to stay and work together.
“They might be sprawled out on a learning stair, or laying down on carpet, or leaning back on an ottoman, and that mimics how they naturally want to interact with each other and learn”
When students are free to explore and personalize the space, they take better care of it and make it their own.
“There are often two full classes in the collaborative areas. They may be stretching out and writing, sitting on the soft seating. The students are far more productive that way. As long as they are engaged, what difference does it make where they learn?”
Steve Thompson
Willoughby-Eastlake City Schools Superintendent
Performing Arts Center
Since both North and South High School were developed in parallel, they mirror each other in terms of academic program. However, South High School received expanded athletic facilities, while North High School enjoyed an expanded performing arts and music space. In the Willoughby-Eastlake City School District, students can choose which school they would like to attend based on interest.
Just off the main entrance of the school is an anteroom for the main auditorium. This community focused performance space can be accessed through its own separate entrance after hours, or opened during the school day, extending the student union.
The auditorium includes state-of-the-art lighting and acoustic treatment, seating up to 500 guests. Adjacent to backstage is a set construction lab, which is connected both to the exterior and interior by overhead doors. This way large “set pieces” can easily be moved from the construction bay to the stage by students.
North High School Fulfilling the Educational Goals for the District
With the district having identified and tested educational programs through the School of Innovation on a small scale, they were able to scale this program and develop an architectural solution that ensured it would benefit the broader student population.
For Abby, the design at North High School represents an opportunity to create flexible space where students are free to use spaces as they see fit. “I think you have to learn in the way that’s best for you, whether that’s being a visual or auditory or kinetic learner, you know the way works for you. These flexible spaces “level the playing field” and allow you to be successful regardless of your learning style.”
This project allows students to learn how they are most comfortable and prepares them for their future.
Abby is optimistic about the future of education, “Everything that’s happening in public education right now is very exciting. Good design supports education by creating different types of spaces, different types of furniture, allowing access to new technology, and making easy access to the outdoors. It really facilitates many different methods of learning.”
Project Design Challenges:
Develop North and South High Schools in parallel so their program of requirements matches, but are designed specifically for their site.
Incorporate the “student centered learning” principles gleaned from the Willoughby-Eastlake School of Innovation into the spacial layout of the high school.
Organize the building layout around a series of “collaborative hubs” that serve the curriculum in the school.
Align the architectural design, interior finishes and building color to support the coursework in that particular area.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
North High School – Mind, Heart and BodyNorth High School in Eastlake Ohio is a 9-12 facility that embodies the educational ideals of the Willoughby-Eastlake City School District. Conceptually organized around the idea of unifying a student’s “mind,” “heart” and “body,” this unique structure brings “student centered” learning to its lake front community.
North High School, Eastlake Ohio
North High School in Eastlake Ohio is a 9-12 facility embodying the educational ideals of the Willoughby-Eastlake City School District. It promotes student/teacher collaboration and integrates advanced technology, enhancing education in the region. This 2-story, 187,000 sf facility serves its 1,100 students and houses a state-of-the-art performing arts center that seats 500 guests. A central “Student Union” acts as the main circulation hub which leads to a competition gymnasium, media center and dual academic collaboratives. Having been developed in parallel with its sister school Willoughby South, North High School is a 21st century learning facility that exemplifies the district’s goals of modernizing its curriculum and provides flexible spaces to support student centered learning.
Innovative Learning
Innovative student education is nothing new for the Willoughby-Eastlake City School District. Having renovated a training building on the former Eaton Corporate Campus in Willoughby Hills, they began experimenting with modern forms of student engagement and teaching. This educational initiative is known as the Willoughby-Eastlake School of Innovation.
The School of Innovation was a testing ground for the Willoughby-Eastlake City School District and they began implementing a “student centered learning model” with select students on a small scale.
Instead of the typical double loaded corridor which connected relatively small classrooms and focused on teachers lecturing students from the front of the room, this new educational model focused on “project-based learning,” where students were encouraged to collaborate with each other in small groups. With a more flexible open environment, educators were able to teach in a way that traditional educational facilities didn’t support.
As this program developed, the district began seeing successes in the form of student satisfaction and greater engagement in coursework. From these positive early results, they knew this “student centered” approach would be a good fit for their community.
The district then began to create a facilities plan that would address each school in their community, bringing this new model.
“Everything that’s happening in public education right now is very exciting… Good design really facilitates many different methods of learning.”
Abby Rainieri
Educational Design Lead
Educational Visioning
ThenDesign Architecture assisted the district by conducting an educational visioning session. This event brought together community members, district administration and students to define how they wanted to address education in their area. This session identified a vision for education and helped lay the groundwork for how future buildings would be designed.
After passing a bond issue to fund the project, the district decided to create three new buildings, Longfellow, a PreK-5 building, two new high schools (North High School and Willoughby South) and then renovate the rest of the existing schools.
This community-wide update changed the course of education in the district.
Abby Rainieri, Project Manager for North High School commented, “I think student centered learning is very effective at the high school level, because at this stage of education, every student is different. Whether their path takes them to higher education, or right into a career, these spaces are tailored to suit that direction.”
North High School
Located off Stevens boulevard, in Eastlake Ohio, the curved and sweeping exterior uses metal panels and brick to mimic the dynamic forms of Lake Erie in this lake front community.
North was conceptually organized around the idea of unifying a student’s “mind,” “heart” and “body.” A centralized “Student Union” is the entryway to the school, includes student dining, and serves as the “heart” of the building. This space was named after the historic “Union High School,” and is the largest collaborative space which leads to all other locations in the building. The gymnasium and performing arts spaces are the most active learning spaces and symbolize the “body” portion of the building, while the academic spaces symbolize the “mind.” These 3 components, mind, heart, and body are the organizing principals and serve as a “living diagram” for the building.
The academic spaces are divided into the STEM and Humanities programs. Each one is organized around an open collaborative space and likened to the right and left halves of the brain–two necessary elements of a functioning whole. Classrooms in each collaborative are connected to their hub by overhead doors which allow the common space to become an extension of the classroom. Architecturally, the STEM and Humanities hubs are linked by a circulation bridge which overlooks an outdoor “learning commons.”
The second floor of these hubs host small group rooms that are separated by glass walls with integrated technology. The glass provides a visual connection, while maintaining privacy to allow teachers the ability to work with individual students, or for groups of students to prepare and rehearse presentations in a more formal setting.
“Students are free to use the collaborative areas to suit their needs. They want to interact with their friends like at a coffee shop or in their house.”
Abby Rainieri
Educational Design Lead
Interior Finishes
Similar to the deep collaboration among district administrators, community members and designers, both the architectural and interior design teams blended together. Designs for interior circulation and educational program integrated with color schemes, interior textures and furniture.
Within the Humanities hub, warmer colors and soft surfaces were used to reflect a learning style that promotes conversation and idea sharing. In the STEM collaborative, building systems were exposed, harder textures were used along with cool colors. This way the architecture mimicked the science and math fields practiced there. In addition, both academic wings have access to a central learning courtyard where students gather to perform outdoor experiments.
Commenting on how the flexible spaces are used by students, Abby explained “What is rewarding is seeing students using those spaces in ways we didn’t foresee.” Students are free to use the areas to suit their needs and feel personally connected to them. “They figure out how to use spaces in their own unique way. They don’t want to sit in the rows all day. They want to interact with their friends like at a coffee shop or in their house.”
The school can be a beautiful and functional hub where students want to stay and work together.
“They might be sprawled out on a learning stair, or laying down on carpet, or leaning back on an ottoman, and that mimics how they naturally want to interact with each other and learn”
When students are free to explore and personalize the space, they take better care of it and make it their own.
“There are often two full classes in the collaborative areas. They may be stretching out and writing, sitting on the soft seating. The students are far more productive that way. As long as they are engaged, what difference does it make where they learn?”
Steve Thompson
Willoughby-Eastlake City Schools Superintendent
Performing Arts Center
Since both North and South High School were developed in parallel, they mirror each other in terms of academic program. However, South High School received expanded athletic facilities, while North High School enjoyed an expanded performing arts and music space. In the Willoughby-Eastlake City School District, students can choose which school they would like to attend based on interest.
Just off the main entrance of the school is an anteroom for the main auditorium. This community focused performance space can be accessed through its own separate entrance after hours, or opened during the school day, extending the student union.
The auditorium includes state-of-the-art lighting and acoustic treatment, seating up to 500 guests. Adjacent to backstage is a set construction lab, which is connected both to the exterior and interior by overhead doors. This way large “set pieces” can easily be moved from the construction bay to the stage by students.
North High School Fulfilling the Educational Goals for the District
With the district having identified and tested educational programs through the School of Innovation on a small scale, they were able to scale this program and develop an architectural solution that ensured it would benefit the broader student population.
For Abby, the design at North High School represents an opportunity to create flexible space where students are free to use spaces as they see fit. “I think you have to learn in the way that’s best for you, whether that’s being a visual or auditory or kinetic learner, you know the way works for you. These flexible spaces “level the playing field” and allow you to be successful regardless of your learning style.”
This project allows students to learn how they are most comfortable and prepares them for their future.
Abby is optimistic about the future of education, “Everything that’s happening in public education right now is very exciting. Good design supports education by creating different types of spaces, different types of furniture, allowing access to new technology, and making easy access to the outdoors. It really facilitates many different methods of learning.”
Project Design Challenges:
Develop North and South High Schools in parallel so their program of requirements matches, but are designed specifically for their site.
Incorporate the “student centered learning” principles gleaned from the Willoughby-Eastlake School of Innovation into the spacial layout of the high school.
Organize the building layout around a series of “collaborative hubs” that serve the curriculum in the school.
Align the architectural design, interior finishes and building color to support the coursework in that particular area.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
New Campus Groundbreaking at Wickliffe City SchoolsCommunity members, district administrators, architecture and construction professionals along with dignitaries attended the New Campus Groundbreaking at Wickliffe City Schools on May 6th, to celebrate the commencement of construction on this exciting new PreK-12 facility. Embodying the goals for education in the district, the new school seeks to provide new spaces and learning opportunities for the students in the City of Wickliffe.
New Campus Groundbreaking at Wickliffe City Schools
On May 6th, 2021, The Wickliffe City School District hosted a groundbreaking ceremony to commemorate the start of construction for their new PK-12 Campus. This 204,000 sf facility will feature a variety of advanced educational spaces along with spaces geared towards community engagement. The new school will house a community hub, a 500 seat Performing Arts Center and an expanded Wickliffe Family Resource Center, along with new collaborative focused educational spaces, flexible classrooms, and small group rooms. This project represents a “Reimagination of the Wickliffe Schools.” The campus and educational programs will be second to none and serve students of all abilities. The groundbreaking was attended by well over 100 from the community, members of the district administration, architecture, and construction professionals, along with many state representatives who came to support the project.
An inside look at the New Campus Groundbreaking at Wickliffe City Schools.
“Thank you to the Wickliffe community, it’s because of you that we’re here tonight. I think you will be impressed by all the work that will take place.”
Joseph Spiccia
Superintendent of Wickliffe City Schools
New Campus Groundbreaking at Wickliffe
At 7:00 pm the ceremony kicked off behind the existing Wickliffe High School, with comments from Joseph Spiccia, Superintendent of Wickliffe City Schools, welcoming everyone and celebrating the beginning of construction. Afterwards, several dignitaries spoke, recognizing the years of work and community engagement that went into the project. Daniel Troy, an Ohio State Representative presented a commendation on the new construction project. “Over the years the Wickliffe City School District has played a vital role in preparing generations of students for the challenges of life. This new campus is a testament to those dedicated efforts.” Recognizing the challenges students face, Mr. Troy continued “This modernized hub of learning will not only allow that tradition of excellence to continue, but further enhance the ability to excel for students in a rapidly changing world.”
Kenny Yuko, an Ohio State Senator, presented a Senatorial Citation from the Ohio Senate to Mr. Spiccia. Both men who are longtime friends, having graduated from the same high school, shared the stage. Mr. Yuko recognized the diversity of ages and backgrounds from those in attendance: “This is the beginning of a new era for Wickliffe. A new school campus is going to help your students, your families and it will help the entire community. Thank you for ensuring your dream become a reality.”
The event featured musical performances which included the national anthem, performed by the Wickliffe Swing Band and the school’s alma mater by the combined Wickliffe High School and Middle School Choirs. They are looking forward to expanded practice space and upgraded spaces in the new school.
New Campus Groundbreaking at Wickliffe City Schools
“”This is the beginning of a new era for Wickliffe. A new school campus is going to help your students, your families and it will help the entire community.”
Kenny Yuko
Ohio State Senator
Re-imagining Education with the New Campus at Wickliffe City Schools
The Wickliffe City School District is committed to re-imagining education in their district. Going back to 2015, a strategic plan was developed by the Board of Education, district administration, educators and the community. This identified broad district goals and outlined tactical steps to achieve those. Three of the goals, noted by Mr. Spiccia, are embodied in the new facility.
Create flexibility for students, staff, and the community.
Create learning environments that address the needs of all learners.
Engage the greater community in their investment in the school district by maximizing opportunities for the community to participate – learning, mentoring, partnering, and contributing to the greater good.
Through extensive collaboration with stakeholders since 2015, the strategic plan continues to be executed. The team has examined and developed funding options, incorporating community needs, setting an educational vision and ways to support and improve the City of Wickliffe.
“Today is about making a very big investment in all the kids in Wickliffe today,” said John Plecnik, a Lake County Commissioner, “Those kids are going to be leaders someday. I’m excited for Wickliffe, I’m excited for Lake County, I’m excited for the kids who are going to walk through this building.”
New Campus Groundbreaking at Wickliffe City Schools
“Today is about making a very big investment in all the kids in Wickliffe … I’m excited for Wickliffe, I’m excited for Lake County, I’m excited for the kids who are going to walk through this building.”
John Plecnik
Lake County Commissioner
Impacting the City and the Community
Board of Education President Katie Ball commented: “Wickliffe is a city that carries generations of pride. I moved here as an adult and met several people who said they were the third or even fourth generation and wanted to raise their families here. It is obvious to me now why families continue to stay in Wickliffe generation after generation. It is a community that wears it’s pride on its sleeve and will always do what needs to be done to continue to grow.”
Not only is the community expected to benefit from the new facility, but city officials hope it will attract more families to the city, fueling jobs and presenting opportunities to expand city services.
“I think it’s going to be a great benefit for the kids of the city,” commented Edward Levon, Wickliffe City Council President, “It provides a great benefit to the city. It attracts younger growing families, which attracts businesses and tax dollars to the city, which we can reinvest into better city services and infrastructure like sewers and roads. All in all, it’s a positive investment for the city.”
Construction is currently underway, with synthetic turf now being added to the stadium. Building construction begins in the fall of 2021 and will progress until the grand opening which is slated for the 2023-24 school year. To view a more detailed construction schedule, visit the Wickliffe City School District website.
Get our newsletter with insights, events and tips.
New Campus Groundbreaking at Wickliffe City SchoolsCommunity members, district administrators, architecture and construction professionals along with dignitaries attended the New Campus Groundbreaking at Wickliffe City Schools on May 6th, to celebrate the commencement of construction on this exciting new PreK-12 facility. Embodying the goals for education in the district, the new school seeks to provide new spaces and learning opportunities for the students in the City of Wickliffe.
New Campus Groundbreaking at Wickliffe City Schools
On May 6th, 2021, The Wickliffe City School District hosted a groundbreaking ceremony to commemorate the start of construction for their new PK-12 Campus. This 204,000 sf facility will feature a variety of advanced educational spaces along with spaces geared towards community engagement. The new school will house a community hub, a 500 seat Performing Arts Center and an expanded Wickliffe Family Resource Center, along with new collaborative focused educational spaces, flexible classrooms, and small group rooms. This project represents a “Reimagination of the Wickliffe Schools.” The campus and educational programs will be second to none and serve students of all abilities. The groundbreaking was attended by well over 100 from the community, members of the district administration, architecture, and construction professionals, along with many state representatives who came to support the project.
An inside look at the New Campus Groundbreaking at Wickliffe City Schools.
“Thank you to the Wickliffe community, it’s because of you that we’re here tonight. I think you will be impressed by all the work that will take place.”
Joseph Spiccia
Superintendent of Wickliffe City Schools
New Campus Groundbreaking at Wickliffe
At 7:00 pm the ceremony kicked off behind the existing Wickliffe High School, with comments from Joseph Spiccia, Superintendent of Wickliffe City Schools, welcoming everyone and celebrating the beginning of construction. Afterwards, several dignitaries spoke, recognizing the years of work and community engagement that went into the project. Daniel Troy, an Ohio State Representative presented a commendation on the new construction project. “Over the years the Wickliffe City School District has played a vital role in preparing generations of students for the challenges of life. This new campus is a testament to those dedicated efforts.” Recognizing the challenges students face, Mr. Troy continued “This modernized hub of learning will not only allow that tradition of excellence to continue, but further enhance the ability to excel for students in a rapidly changing world.”
Kenny Yuko, an Ohio State Senator, presented a Senatorial Citation from the Ohio Senate to Mr. Spiccia. Both men who are longtime friends, having graduated from the same high school, shared the stage. Mr. Yuko recognized the diversity of ages and backgrounds from those in attendance: “This is the beginning of a new era for Wickliffe. A new school campus is going to help your students, your families and it will help the entire community. Thank you for ensuring your dream become a reality.”
The event featured musical performances which included the national anthem, performed by the Wickliffe Swing Band and the school’s alma mater by the combined Wickliffe High School and Middle School Choirs. They are looking forward to expanded practice space and upgraded spaces in the new school.
New Campus Groundbreaking at Wickliffe City Schools
“”This is the beginning of a new era for Wickliffe. A new school campus is going to help your students, your families and it will help the entire community.”
Kenny Yuko
Ohio State Senator
Re-imagining Education with the New Campus at Wickliffe City Schools
The Wickliffe City School District is committed to re-imagining education in their district. Going back to 2015, a strategic plan was developed by the Board of Education, district administration, educators and the community. This identified broad district goals and outlined tactical steps to achieve those. Three of the goals, noted by Mr. Spiccia, are embodied in the new facility.
Create flexibility for students, staff, and the community.
Create learning environments that address the needs of all learners.
Engage the greater community in their investment in the school district by maximizing opportunities for the community to participate – learning, mentoring, partnering, and contributing to the greater good.
Through extensive collaboration with stakeholders since 2015, the strategic plan continues to be executed. The team has examined and developed funding options, incorporating community needs, setting an educational vision and ways to support and improve the City of Wickliffe.
“Today is about making a very big investment in all the kids in Wickliffe today,” said John Plecnik, a Lake County Commissioner, “Those kids are going to be leaders someday. I’m excited for Wickliffe, I’m excited for Lake County, I’m excited for the kids who are going to walk through this building.”
New Campus Groundbreaking at Wickliffe City Schools
“Today is about making a very big investment in all the kids in Wickliffe … I’m excited for Wickliffe, I’m excited for Lake County, I’m excited for the kids who are going to walk through this building.”
John Plecnik
Lake County Commissioner
Impacting the City and the Community
Board of Education President Katie Ball commented: “Wickliffe is a city that carries generations of pride. I moved here as an adult and met several people who said they were the third or even fourth generation and wanted to raise their families here. It is obvious to me now why families continue to stay in Wickliffe generation after generation. It is a community that wears it’s pride on its sleeve and will always do what needs to be done to continue to grow.”
Not only is the community expected to benefit from the new facility, but city officials hope it will attract more families to the city, fueling jobs and presenting opportunities to expand city services.
“I think it’s going to be a great benefit for the kids of the city,” commented Edward Levon, Wickliffe City Council President, “It provides a great benefit to the city. It attracts younger growing families, which attracts businesses and tax dollars to the city, which we can reinvest into better city services and infrastructure like sewers and roads. All in all, it’s a positive investment for the city.”
Construction is currently underway, with synthetic turf now being added to the stadium. Building construction begins in the fall of 2021 and will progress until the grand opening which is slated for the 2023-24 school year. To view a more detailed construction schedule, visit the Wickliffe City School District website.
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Perry Local Schools – Four New Elementary SchoolsDriven by the goal to provide the best educational facilities for their young students, Perry Local Schools is in the midst of an ambitious task; redesigning and constructing all four elementary schools in their district. While it has proven challenging to collaborate on a large-scale design process during a pandemic, the efforts of the Building Focus Group, along with many other community volunteers and educators has provided valuable insight to allow these new schools to serve Perry Local Schools for decades to come.
Perry Local Schools – Four New Elementary Buildings
Driven by the goal to provide the best educational facilities for their young students, Perry Local Schools is in the midst of an ambitious task; the design and construction of four new elementary schools across the district. After passing a bond issue in early 2020, the district partnered with the Ohio Facilities Construction Commission and ThenDesign Architecture to fund and design these new buildings. Addressing the challenge of aging infrastructure in their current facilities, these new schools will provide a better organized school layout, community focused spaces, new technology, and a more comfortable and collaborative environment for students to learn in. Now well into the design process, each school showcases a unique characteristic of the Perry Massillon community, with the buildings slated to be completed by the fall of 2023.
While it has proven challenging to collaborate on a large-scale design process during a pandemic, the efforts of the Building Focus Group, along with many other community volunteers and educators has provided valuable insight to allow these new schools to serve Perry Local Schools for decades to come.
Students from Perry Local Schools speak about the impact good educational facilities can make on learning.
A Challenging Environment
The district currently has five elementary schools, (Genoa, Knapp, PJ Lohr, Watson and Whipple Elementary) each of which serves around 500 students and has been in the community for decades–most having been constructed in the late 1950’s and early 1960s. While well cared for, they are reaching the end of their lifecycle. Ongoing maintenance and repair costs for each building have begun to exceed the costs of new facilities. When this is paired with difficult accessibility for most of the buildings, inadequate parking and bus circulation space, along with dated air handling and electrical systems, it is clear new structures would better serve Perry students.
Additionally, as education has evolved over the decades, spaces within the original buildings became more fragmented and the historic layout of the existing schools no longer worked with the curriculum or met students’ needs. As an example, “special education” and student wellness within most elementary schools has become very important but in historic schools, there is usually very little space allocated for this crucial need.
The technological and organizational limitations of historic schools necessitated new buildings and presented the unique opportunity to reorganize educational spaces and create a modern educational environment for young students.
“We’ve learned relationships are important,” the superintendent said. “In smaller schools it is easier to build a relationship with a young person. You have to build interpersonal positive relationships with kids for them to learn and grow.”
Scott Beatty
Superintendent of Perry Local Schools
The Perry Local Schools: Building Focus Group
A tremendous amount of work went into the developing designs for the four new elementary buildings. To specifically tailor these buildings to suit educators, the district established a “Building Focus Group.” This special group was composed of principals, teachers, special education administrators and representatives from food services, music, and athletics across the four existing schools. This group of 25-30 members met weekly for almost 5 months, to discuss how the new buildings would function. Ryan Schmit, Project Manager for the project commented: “We would meet with the Building Focus Group for an hour or two and go through plan concepts, building feature concepts, talk through pros and cons and then afterwards issue a homework task each week.” He continues, “Each representative would take that assignment back to their groups, then send us additional information. We shaped the buildings according to educators needs. These groups really drove the design of the buildings.”
The involvement from the administration, educators and various community members ensured the design for each school was “staff driven” and was arranged to meet the educational scheme of the district.
The “Building Focus Group,” represented dozens of educators and hundreds of hours of shared design process that was crucial to each new facility.
Concept Imagery for the four new elementary school buildings:
Perry Local Schools – Concept Imagery for the four elementary schools in the district
Unique Identities in the Perry Community
Early in the design process, a “brainstorming committee” was tasked with identifying unique characteristics of the Perry community that could inform the elevations of the buildings. This committee was made of longtime residents, members of the historical society, young people, and alumni of Perry Local Schools. Through many meetings and long conversations, the group identified several qualities of the community which could be reflected in the overall exterior aesthetics of the buildings.
The team identifies four key characteristics. These included Perry’s strong rural and agricultural roots, the patriotic undercurrent in the community, their strong presence in the steel manufacturing industry and the district’s emphasis on performing arts and music in education. These qualities were woven into the architectural exterior of the four new elementary schools to showcase these unique qualities in the community.
Lohr Elementary School – Borrowing aesthetics from rolling fields and the agricultural land that characterizes many acres in the Perry community, the building elevation employs a natural color scheme with masonry patterns on the brick face to replicate the waving fields of corn and wheat commonly found in the surrounding areas.
Southway (Knapp) Elementary School – This school borrows the red brick patterns from historic and current local manufacturing plants, while also surfacing patterns of crisscrossing steel beams on the exterior.
Whipple Elementary School – The façade of this school seeks to reflect American patriotism and a respect for the military through its use of colored masonry. It evokes feelings of pride, formal parades, and appreciation for the freedoms enjoyed in this country.
Watson Elementary School – This school borrows from Perry’s musical tradition by employing contrasting light and dark masonry which evokes an image of musical stanzas to create a playful pattern across the school’s shared spaces.
While each building is unique in its exterior treatment, they share similar layouts, to unify user experience. The exterior patterns root the buildings in the community’s heritage and create a playful and colorful environment for elementary students.
“We shaped the buildings according to educators needs. These groups really drove the design of the buildings.”
Ryan Schmit
Project Manager
New Educational Opportunities
A key design principle for all four schools was to be rooted in the community and allow them to be easily accessed for events and activities. These are “community buildings” and not only do the aesthetics of the exterior signal this, but the parking, entrance and shared spaces were carefully designed to help parents and guests easily navigate each school.
In the early stages of the project, superintendent Scott Beatty remarked: “We’ve learned relationships are important,” the superintendent said. “In smaller schools it is easier to build a relationship with a young person. You have to build interpersonal positive relationships with kids for them to learn and grow.” This led to the decision to ultimately construct four new buildings, within a variety of collaborative features to educate students.
The new schools are flexibly designed to accommodate both traditional education methods along with collaborative learning spaces. Special consideration was given to each building’s “shared spaces,” like the gymnasium and student dining. These can easily be used for a variety of large activities during the day with the gym serving as a large auditorium space. Each school’s media center (library) features special furniture that encourages collaborative group work and adjacent shared rooms where educators can teach outside their classrooms.
The new buildings incorporate better air handling and filtration systems, providing air conditioning and better indoor air quality overall. Daylight is also important and windows in the buildings create brighter and more open indoor spaces. Technology is better integrated throughout the buildings through additional electrical access in classrooms, upgraded internet connectivity and equipment access in the media center.
The project timeline for the completion of the four new elementary schools.
A Future Facing District
All four schools are in the “design development” phase, which is slated to be finished in the fall of 2021. As this phase is finished, the design team looks forward to releasing more detailed renderings of the facilities towards the end of the year. Construction is planned to start in early 2022, with all four buildings completed and occupied for the 2023-2024 school year.
Perry Local Schools – Four New Elementary SchoolsDriven by the goal to provide the best educational facilities for their young students, Perry Local Schools is in the midst of an ambitious task; redesigning and constructing all four elementary schools in their district. While it has proven challenging to collaborate on a large-scale design process during a pandemic, the efforts of the Building Focus Group, along with many other community volunteers and educators has provided valuable insight to allow these new schools to serve Perry Local Schools for decades to come.
Perry Local Schools – Four New Elementary Buildings
Driven by the goal to provide the best educational facilities for their young students, Perry Local Schools is in the midst of an ambitious task; the design and construction of four new elementary schools across the district. After passing a bond issue in early 2020, the district partnered with the Ohio Facilities Construction Commission and ThenDesign Architecture to fund and design these new buildings. Addressing the challenge of aging infrastructure in their current facilities, these new schools will provide a better organized school layout, community focused spaces, new technology, and a more comfortable and collaborative environment for students to learn in. Now well into the design process, each school showcases a unique characteristic of the Perry Massillon community, with the buildings slated to be completed by the fall of 2023.
While it has proven challenging to collaborate on a large-scale design process during a pandemic, the efforts of the Building Focus Group, along with many other community volunteers and educators has provided valuable insight to allow these new schools to serve Perry Local Schools for decades to come.
Students from Perry Local Schools speak about the impact good educational facilities can make on learning.
A Challenging Environment
The district currently has five elementary schools, (Genoa, Knapp, PJ Lohr, Watson and Whipple Elementary) each of which serves around 500 students and has been in the community for decades–most having been constructed in the late 1950’s and early 1960s. While well cared for, they are reaching the end of their lifecycle. Ongoing maintenance and repair costs for each building have begun to exceed the costs of new facilities. When this is paired with difficult accessibility for most of the buildings, inadequate parking and bus circulation space, along with dated air handling and electrical systems, it is clear new structures would better serve Perry students.
Additionally, as education has evolved over the decades, spaces within the original buildings became more fragmented and the historic layout of the existing schools no longer worked with the curriculum or met students’ needs. As an example, “special education” and student wellness within most elementary schools has become very important but in historic schools, there is usually very little space allocated for this crucial need.
The technological and organizational limitations of historic schools necessitated new buildings and presented the unique opportunity to reorganize educational spaces and create a modern educational environment for young students.
“We’ve learned relationships are important,” the superintendent said. “In smaller schools it is easier to build a relationship with a young person. You have to build interpersonal positive relationships with kids for them to learn and grow.”
Scott Beatty
Superintendent of Perry Local Schools
The Perry Local Schools: Building Focus Group
A tremendous amount of work went into the developing designs for the four new elementary buildings. To specifically tailor these buildings to suit educators, the district established a “Building Focus Group.” This special group was composed of principals, teachers, special education administrators and representatives from food services, music, and athletics across the four existing schools. This group of 25-30 members met weekly for almost 5 months, to discuss how the new buildings would function. Ryan Schmit, Project Manager for the project commented: “We would meet with the Building Focus Group for an hour or two and go through plan concepts, building feature concepts, talk through pros and cons and then afterwards issue a homework task each week.” He continues, “Each representative would take that assignment back to their groups, then send us additional information. We shaped the buildings according to educators needs. These groups really drove the design of the buildings.”
The involvement from the administration, educators and various community members ensured the design for each school was “staff driven” and was arranged to meet the educational scheme of the district.
The “Building Focus Group,” represented dozens of educators and hundreds of hours of shared design process that was crucial to each new facility.
Concept Imagery for the four new elementary school buildings:
Perry Local Schools – Concept Imagery for the four elementary schools in the district
Unique Identities in the Perry Community
Early in the design process, a “brainstorming committee” was tasked with identifying unique characteristics of the Perry community that could inform the elevations of the buildings. This committee was made of longtime residents, members of the historical society, young people, and alumni of Perry Local Schools. Through many meetings and long conversations, the group identified several qualities of the community which could be reflected in the overall exterior aesthetics of the buildings.
The team identifies four key characteristics. These included Perry’s strong rural and agricultural roots, the patriotic undercurrent in the community, their strong presence in the steel manufacturing industry and the district’s emphasis on performing arts and music in education. These qualities were woven into the architectural exterior of the four new elementary schools to showcase these unique qualities in the community.
Lohr Elementary School – Borrowing aesthetics from rolling fields and the agricultural land that characterizes many acres in the Perry community, the building elevation employs a natural color scheme with masonry patterns on the brick face to replicate the waving fields of corn and wheat commonly found in the surrounding areas.
Southway (Knapp) Elementary School – This school borrows the red brick patterns from historic and current local manufacturing plants, while also surfacing patterns of crisscrossing steel beams on the exterior.
Whipple Elementary School – The façade of this school seeks to reflect American patriotism and a respect for the military through its use of colored masonry. It evokes feelings of pride, formal parades, and appreciation for the freedoms enjoyed in this country.
Watson Elementary School – This school borrows from Perry’s musical tradition by employing contrasting light and dark masonry which evokes an image of musical stanzas to create a playful pattern across the school’s shared spaces.
While each building is unique in its exterior treatment, they share similar layouts, to unify user experience. The exterior patterns root the buildings in the community’s heritage and create a playful and colorful environment for elementary students.
“We shaped the buildings according to educators needs. These groups really drove the design of the buildings.”
Ryan Schmit
Project Manager
New Educational Opportunities
A key design principle for all four schools was to be rooted in the community and allow them to be easily accessed for events and activities. These are “community buildings” and not only do the aesthetics of the exterior signal this, but the parking, entrance and shared spaces were carefully designed to help parents and guests easily navigate each school.
In the early stages of the project, superintendent Scott Beatty remarked: “We’ve learned relationships are important,” the superintendent said. “In smaller schools it is easier to build a relationship with a young person. You have to build interpersonal positive relationships with kids for them to learn and grow.” This led to the decision to ultimately construct four new buildings, within a variety of collaborative features to educate students.
The new schools are flexibly designed to accommodate both traditional education methods along with collaborative learning spaces. Special consideration was given to each building’s “shared spaces,” like the gymnasium and student dining. These can easily be used for a variety of large activities during the day with the gym serving as a large auditorium space. Each school’s media center (library) features special furniture that encourages collaborative group work and adjacent shared rooms where educators can teach outside their classrooms.
The new buildings incorporate better air handling and filtration systems, providing air conditioning and better indoor air quality overall. Daylight is also important and windows in the buildings create brighter and more open indoor spaces. Technology is better integrated throughout the buildings through additional electrical access in classrooms, upgraded internet connectivity and equipment access in the media center.
The project timeline for the completion of the four new elementary schools.
A Future Facing District
All four schools are in the “design development” phase, which is slated to be finished in the fall of 2021. As this phase is finished, the design team looks forward to releasing more detailed renderings of the facilities towards the end of the year. Construction is planned to start in early 2022, with all four buildings completed and occupied for the 2023-2024 school year.
New Cuyahoga Falls 6-12 Campus – Meet the Architect & Construction ManagerAs design commences for the new Cuyahoga Falls 6-12 Campus, the school district conducted it’s first “in-person” engagement with ThenDesign Architecture, Hammond Construction and members of the community on April 15th. The team met to introduce themselves, describe the scope of the project, answer questions and talk about how this new facility will impact education in the community.
New Cuyahoga Falls 6-12 Campus
As design commences for the new Cuyahoga Falls 6-12 Campus, the Cuyahoga Falls City School District conducted its’ first “in-person” engagement with ThenDesign Architecture, Hammond Construction and members of the community on April 15th. The team met to introduce themselves, describe the scope of the project, answer questions and talk about how this new facility will impact education in the community. Held in the Cuyahoga Falls High School Auditorium, the interactive session was offered for both in-person attendees and via livestream video for the community. The team provided an inside look on how buildings are designed and presented the next several milestones to look forward to. While this is only the first of many engagement opportunities, many community members came out to support the project, offer ideas for the future school and better understand what opportunities this facility will bring in the years ahead.
The Project Scope
The project scope includes the design and construction of a new 370,000 sf building that houses grades 6-12. The building will ultimately sit on the site currently occupied by the Bolich Middle School and will host a performing arts center and 5,000-seat sports stadium. This innovative facility will open up a range of new possibilities for academic programming and collaboration, larger athletic events and a streamlined education experience for students.
In a recent interviewCuyahoga Falls City Mayor Don Walters recently commented, “This will be the ‘missing piece’ to our City and everything will be complete because the campus environment is perfect.” He continues, “It’s just time [for this new school], and once that is built, and we get the old high school redeveloped and every piece is covered in the City. We will have a good economic base, we have good school systems and everything is complete. So, we are really, really excited to see that.”
Similar sentiments were echoed by those at the community meeting, many of whom supported the bond process in 2019.
The project is estimated to cost $113.8 million, with the district funding $80.6 million, from the bond issue, while the state of Ohio through the Ohio Facilities Construction Commission (OFCC), is contributing $33.2 million. That amount goes directly towards the new construction of a 6-12 building, stadium complex and demolition of Bolich Middle School and the Newberry Elementary School.
“We’re going to be meeting with our staff and we’ll be listening to what they have to say to inform the design. We are beginning with an “educational vision” and designing a building to meet those needs.”
Dr. Todd M. Nichols
Superintendent/CEO
Cuyahoga Falls New 6-12 Campus Design Process
In order to kick off the design process, ThenDesign Architecture, along with the district, has planned a series of engagements crafted to inform the overall design of the project during initial schematic and programming phases. Chris Smith, president of TDA, commented on Thursday night, “We’re in the thinking business, not simply the drawing business. We don’t believe our “name” should be on the door, our nature is to be collaborative, it’s not about us, we don’t dictate design. Our buildings reflect the communities where they reside and I think you’ll be proud to call this your design, your building.”
Architects have also begun speaking with educators from the High School, along with Bolich and Roberts Middle Schools for input on the interior layout. Teachers are asked to discuss their educational needs, while imagining new ways their initiatives can be improved by this new space. Ideas generated from these sessions are used to inform the interior adjacencies, classroom sizes, collaborative areas and furniture needs. This type of engagement will continue throughout the summer. These initial sessions allow current staff to expand their minds on how their new building can improve their efforts.
Cuyahoga Falls New 6-12 Campus and 21st Century Design
A major element of this project is combining the high school and middle schools together into one campus. This arrangement brings a variety of benefits.
While a physical separation between the two schools is still maintained, efficiencies are achieved by having both schools share major spaces such as athletics areas and the performing arts center. In addition, bringing all educators under one roof allows for collaboration which simply wasn’t possible before. With better access to a variety of educators, middle school students can potentially take advantage of accelerated programs offered at the high school. Finally, young students often find that the crucial transition from middle to high school is much easier, since they are in the same familiar building, now just in a different wing.
Even though the building is still in the early stages of design, Dr. Nichols made it clear that an important aspect of this project is to create a nurturing environment where 6th graders can gently transition into their new environment, providing them a safe environment and autonomy to prepare for their future education.
This mixture of educational collaboration, flexibility and autonomy are all hallmarks of good 21st century design.
“We firmly believe that we have to trust our professional educators to design the inside of the building. Then we believe that the community at large, lends a leading hand in helping us design the exterior of the building, how it interfaces with community playgrounds, parent drop-offs and pickups. So there is a trust there.”
Chris Smith
President TDA
Cuyahoga Falls Community Feedback and Questions & Answers
For many longtime residents, who have been through the Cuyahoga Falls school system, they look forward to the new campus. One attendee commented: “We’re very excited for the school district, for Cuyahoga Falls and for property values. We feel that Mayor Walters has done so many good things for this City and that Dr. Nichols has done good things too.” They continue, “the school is like the “pièce de résistance.” It’s the final touch. We need it, and we have to do it.”
Speaking to when the project will be completed, Bill Schurman, President of Hammond Construction commented, “We are committed to the new building being occupied in August [2025]. So that means we turn it over in the summer, allowing for a transition period for staff. These dates will be fine-tuned as the design evolves.” Residents can look forward to future updates as the design process progresses.
After the presentation, the district, TDA and Hammond held a Q+A session. Questions ranged from project construction phasing, how the construction process worked, what separation between the middle school and high school would look like, how much time was lost by the Covid-19 pandemic and how safety measures will be implemented in a school of that size.
Some questions revolved around the site usage, and whether traffic flow would negatively impact the surrounding neighborhoods. Mr. Smith responded, “Part of our philosophy in facility design is to get all the school traffic off the street. This is so all of that is contained on our site, we want to get it off the street. The same goes when managing storm water. this is key in the low areas by Newberry Elementary School.”
Dr. Nichols encouraged those with questions to submit them to the district for further consideration. The district is committed to keeping the community updated on the project throughout the process on their construction focused website: “Building Community.”
Homework Assignment for Cuyahoga Falls Community Members
The next engagement session for community members will be held on May 13th, focusing on a “Visual Preference Exercise.” They were encouraged to think about their favorite building in Cuyahoga Falls and why. This can then start to establish a common aesthetic trend for what the exterior of the building could look like. Scott Alleman, Project Manager for TDA commented, “Examples for this could be the Natatorium, or the church down the street, but think of something that is your favorite piece of architecture and why you feel that reflects the community. Keep that in mind when we come back on May 13th for the visual preference exercise!”
What is your favorite piece of Cuyahoga Falls Architecture and why? Drop us a line and let us know!
Reach Out to Learn More
Closing out the engagement, Dr. Nichols embraced the collaborative spirit in the community and the team making this new facility possible. He looks forward to the process continuing, “I want to thank you all so much for being here this evening. Talk to your neighbors, talk to your friends, engage more and more of the community. We’re going to be meeting with our staff and we’ll be listening to what they have to say, to inform the design, because we are beginning with an educational vision and designing a building, to meet those needs.”
If you are interested in learning more about this project, visit the Cuyahoga Falls page “Building Community.” If you have ideas or questions surrounding the process, reach out to John Wasylko, Community Relations at Cuyahoga Falls City School District at cf_wasylkoj@cftigers.org.
Also, let us know what your favorite piece of architecture in Cuyahoga Falls is and why! Send your pictures to Ryan Caswell at rcaswell@thendesign.com. We want to hear from you and incorporate that feedback into the exterior design!
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
New Cuyahoga Falls 6-12 Campus – Meet the Architect & Construction ManagerAs design commences for the new Cuyahoga Falls 6-12 Campus, the school district conducted it’s first “in-person” engagement with ThenDesign Architecture, Hammond Construction and members of the community on April 15th. The team met to introduce themselves, describe the scope of the project, answer questions and talk about how this new facility will impact education in the community.
New Cuyahoga Falls 6-12 Campus
As design commences for the new Cuyahoga Falls 6-12 Campus, the Cuyahoga Falls City School District conducted its’ first “in-person” engagement with ThenDesign Architecture, Hammond Construction and members of the community on April 15th. The team met to introduce themselves, describe the scope of the project, answer questions and talk about how this new facility will impact education in the community. Held in the Cuyahoga Falls High School Auditorium, the interactive session was offered for both in-person attendees and via livestream video for the community. The team provided an inside look on how buildings are designed and presented the next several milestones to look forward to. While this is only the first of many engagement opportunities, many community members came out to support the project, offer ideas for the future school and better understand what opportunities this facility will bring in the years ahead.
The Project Scope
The project scope includes the design and construction of a new 370,000 sf building that houses grades 6-12. The building will ultimately sit on the site currently occupied by the Bolich Middle School and will host a performing arts center and 5,000-seat sports stadium. This innovative facility will open up a range of new possibilities for academic programming and collaboration, larger athletic events and a streamlined education experience for students.
In a recent interviewCuyahoga Falls City Mayor Don Walters recently commented, “This will be the ‘missing piece’ to our City and everything will be complete because the campus environment is perfect.” He continues, “It’s just time [for this new school], and once that is built, and we get the old high school redeveloped and every piece is covered in the City. We will have a good economic base, we have good school systems and everything is complete. So, we are really, really excited to see that.”
Similar sentiments were echoed by those at the community meeting, many of whom supported the bond process in 2019.
The project is estimated to cost $113.8 million, with the district funding $80.6 million, from the bond issue, while the state of Ohio through the Ohio Facilities Construction Commission (OFCC), is contributing $33.2 million. That amount goes directly towards the new construction of a 6-12 building, stadium complex and demolition of Bolich Middle School and the Newberry Elementary School.
“We’re going to be meeting with our staff and we’ll be listening to what they have to say to inform the design. We are beginning with an “educational vision” and designing a building to meet those needs.”
Dr. Todd M. Nichols
Superintendent/CEO
Cuyahoga Falls New 6-12 Campus Design Process
In order to kick off the design process, ThenDesign Architecture, along with the district, has planned a series of engagements crafted to inform the overall design of the project during initial schematic and programming phases. Chris Smith, president of TDA, commented on Thursday night, “We’re in the thinking business, not simply the drawing business. We don’t believe our “name” should be on the door, our nature is to be collaborative, it’s not about us, we don’t dictate design. Our buildings reflect the communities where they reside and I think you’ll be proud to call this your design, your building.”
Architects have also begun speaking with educators from the High School, along with Bolich and Roberts Middle Schools for input on the interior layout. Teachers are asked to discuss their educational needs, while imagining new ways their initiatives can be improved by this new space. Ideas generated from these sessions are used to inform the interior adjacencies, classroom sizes, collaborative areas and furniture needs. This type of engagement will continue throughout the summer. These initial sessions allow current staff to expand their minds on how their new building can improve their efforts.
Cuyahoga Falls New 6-12 Campus and 21st Century Design
A major element of this project is combining the high school and middle schools together into one campus. This arrangement brings a variety of benefits.
While a physical separation between the two schools is still maintained, efficiencies are achieved by having both schools share major spaces such as athletics areas and the performing arts center. In addition, bringing all educators under one roof allows for collaboration which simply wasn’t possible before. With better access to a variety of educators, middle school students can potentially take advantage of accelerated programs offered at the high school. Finally, young students often find that the crucial transition from middle to high school is much easier, since they are in the same familiar building, now just in a different wing.
Even though the building is still in the early stages of design, Dr. Nichols made it clear that an important aspect of this project is to create a nurturing environment where 6th graders can gently transition into their new environment, providing them a safe environment and autonomy to prepare for their future education.
This mixture of educational collaboration, flexibility and autonomy are all hallmarks of good 21st century design.
“We firmly believe that we have to trust our professional educators to design the inside of the building. Then we believe that the community at large, lends a leading hand in helping us design the exterior of the building, how it interfaces with community playgrounds, parent drop-offs and pickups. So there is a trust there.”
Chris Smith
President TDA
Cuyahoga Falls Community Feedback and Questions & Answers
For many longtime residents, who have been through the Cuyahoga Falls school system, they look forward to the new campus. One attendee commented: “We’re very excited for the school district, for Cuyahoga Falls and for property values. We feel that Mayor Walters has done so many good things for this City and that Dr. Nichols has done good things too.” They continue, “the school is like the “pièce de résistance.” It’s the final touch. We need it, and we have to do it.”
Speaking to when the project will be completed, Bill Schurman, President of Hammond Construction commented, “We are committed to the new building being occupied in August [2025]. So that means we turn it over in the summer, allowing for a transition period for staff. These dates will be fine-tuned as the design evolves.” Residents can look forward to future updates as the design process progresses.
After the presentation, the district, TDA and Hammond held a Q+A session. Questions ranged from project construction phasing, how the construction process worked, what separation between the middle school and high school would look like, how much time was lost by the Covid-19 pandemic and how safety measures will be implemented in a school of that size.
Some questions revolved around the site usage, and whether traffic flow would negatively impact the surrounding neighborhoods. Mr. Smith responded, “Part of our philosophy in facility design is to get all the school traffic off the street. This is so all of that is contained on our site, we want to get it off the street. The same goes when managing storm water. this is key in the low areas by Newberry Elementary School.”
Dr. Nichols encouraged those with questions to submit them to the district for further consideration. The district is committed to keeping the community updated on the project throughout the process on their construction focused website: “Building Community.”
Homework Assignment for Cuyahoga Falls Community Members
The next engagement session for community members will be held on May 13th, focusing on a “Visual Preference Exercise.” They were encouraged to think about their favorite building in Cuyahoga Falls and why. This can then start to establish a common aesthetic trend for what the exterior of the building could look like. Scott Alleman, Project Manager for TDA commented, “Examples for this could be the Natatorium, or the church down the street, but think of something that is your favorite piece of architecture and why you feel that reflects the community. Keep that in mind when we come back on May 13th for the visual preference exercise!”
What is your favorite piece of Cuyahoga Falls Architecture and why? Drop us a line and let us know!
Reach Out to Learn More
Closing out the engagement, Dr. Nichols embraced the collaborative spirit in the community and the team making this new facility possible. He looks forward to the process continuing, “I want to thank you all so much for being here this evening. Talk to your neighbors, talk to your friends, engage more and more of the community. We’re going to be meeting with our staff and we’ll be listening to what they have to say, to inform the design, because we are beginning with an educational vision and designing a building, to meet those needs.”
If you are interested in learning more about this project, visit the Cuyahoga Falls page “Building Community.” If you have ideas or questions surrounding the process, reach out to John Wasylko, Community Relations at Cuyahoga Falls City School District at cf_wasylkoj@cftigers.org.
Also, let us know what your favorite piece of architecture in Cuyahoga Falls is and why! Send your pictures to Ryan Caswell at rcaswell@thendesign.com. We want to hear from you and incorporate that feedback into the exterior design!
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
North Olmsted 6-12 Campus – Fusing Modern and Historic StylesThe North Olmsted 6-12 campus hosts a beautiful 315,000 sf school, a 4,000 seat athletic stadium, Performing Arts Center and landscaping all complimenting this “Georgian Architecture styled” school. ThenDesign Architecture, working with the North Olmsted City School District created a new landmark in the historic Butternut Ridge Historic District.
North Olmsted 6-12 Campus
The North Olmsted 6-12 campus hosts a beautiful 315,000 sf facility, a 4,000 seat athletic stadium, Performing Arts Center and landscaping all complimenting this “Georgian Architecture styled” school. The campus hosts the high school and middle school under one roof while serving 2,200 students. It is located inside the one-and-a-half-mile long Butternut Ridge Historic District, which informs the school’s historic aesthetic. The exterior design complements a Branch of Cuyahoga County Public Library, located just across the street. Together they form an impressive new gateway into the City of North Olmsted. Proportion, symmetry and balance are hallmarks of the late 19th century Georgian Architecture and this aesthetic is fused to a modern interior that supports a collaborative “hub based” 21st century learning model. Opened for the 2018 academic year, this new facility capitalizes on the history of the community, while promoting the latest educational designs that will impact student’s education for decades to come.
Designed for the 21st Century
Before facility design commenced, the North Olmsted City School District had formed a clear plan for students’ education in the new facility. Their idea was inspired by a 21st century educational model that places students at the center of education, promotes small group work and collaboration between educators and students. A “hub concept” was used in educational spaces, where classrooms revolve around a shared collaborative space. Educators were encouraged to take advantage of the movable furniture, flexible classrooms, and embedded technology in the curriculum.
Both the high school and middle school are located under one roof but exist as separate entities. They each have their own entrances at opposite ends of the site, separate media centers, student dining and gym facilities. However, they share many common services such as the kitchen facilities and art and music spaces.
“This is not your grandfather’s school,” Superintendent Michael E. Zalar at the ribbon cutting ceremony and opening tour, “You don’t see traditional individual desks lined up in rows like you might have in the 19th or 20th centuries.” He continued, “These are truly classrooms built to foster flexibility and collaboration. People seemed to know that this campus was really designed for the future, not for the past.”
The Middle School lobby is open, bringing in natural light from tall windows and features terrazzo flooring with an embedded school logo. The ceiling design is an abstract representation of eagles in flight–the school mascot. The entrance feeds the academic wing, gymnasium and student dining.
To support 21st century educational design, the middle school spaces are organized into 5 studios, two per grade level. Each studio houses 150 students, and consists of 4 general classrooms, 1 science lab, 2 small group rooms, teacher prep room with storage, central collaboration area with presentation platform and adjoining restroom facilities. The classrooms are fronted by overhead garage doors that open into a shared collaborative area which supports project-based learning and features charging stations, lockers and raised platform for presentations. Movable furniture is used throughout and large glass windows provide natural light that also spills into corridor spaces, creating a light and airy feel.
The collaborative areas allow educators the flexibility to organize their students around the smaller community of students.
“We couldn’t be more excited, this is going to be the grandest opening of the school year that the district has ever embarked upon. Students are just emotional.”
Michael E. Zalar
North Olmsted City Schools Superintendent
North Olmsted High School
The High School’s entrance features a secure vestibule, orange & black school colors and the school logo embedded in terrazzo, similar to the middle school. Acoustic panels dampen sound reverberation in the tall space and form abstract eagles’ wings above the entry.
The high school also employs a modern approach to educational design, but on a more sophisticated level. Educational spaces are designed around collaborative areas, featuring expandable labs on the first floor, while core classrooms are on the second floor. Collaborative areas are surrounded by classrooms and small group rooms with translucent panels that provide views to and from the corridor. Each space is technology rich and hosts flexible furniture, preparing students for collaborative teamwork after their school career. The interior uses classical elements such as niches, alcoves and columns providing a Georgian twist on the 21st century design flexibility.
The student center was also designed with collaborative work in mind, not just as a cafeteria. It is a hub that connects the gymnasium, performing art center, outdoor courtyard and other academic spaces. The multipurpose space includes high-top tables, moveable furniture, Wi-Fi and charging stations to accommodate student work throughout the day.
The two-story media center is located on a prominent corner of the site and while it still offers books, it focuses on digital media that incorporates comfortable seating, worktables, and group areas. Students can enjoy beverages and snacks with large windows providing light and visibility to interior corridors.
“You don’t see this stunning Georgian Architecture often and it’s a focal point of the historical district,” architect Zora Pavlovic “The superintendent and the whole district was very into collaboration and the 21st century learning model. Not every teacher has experience with it yet, but we are seeing more and more educators embrace this method.”
“You don’t see this stunning Georgian Architecture often and it’s a focal point of the historical district. So I am really thrilled with how it turned out for them”
Zora Pavlovic
Architect
The Building Site and Athletics
More than half of the 38.5 acres of the property is located in a flood zone which posed challenges for the 315,000 sf campus. A creek runs through the site and informed the decision to place the building towards Butternut Ridge road, giving the building more presence on the street. Then, this unique creek was expanded, deepened and worked into the overall landscape design. The creek beautifies the site, and also helps alleviate flooding issues for the nearby area. Trees and a pavilion were installed after the building to create a “park like” setting behind the school.
Bike racks line the perimeter of the building to encourage physical activity of students and staff as well as to support the building’s LEED Silver certification.
Athletic facilities onsite include the artificial turf field used as a football and soccer field which is ringed by a track. The stadium offers seating for 3,000 on the home team side while supporting 1,000 visitor seats. Heated locker rooms, restrooms and concession stands are located below the stands.
“I couldn’t have been more pleased with the response we received from the community…They really felt like the district did a great job working with the architects and that we really have something we can really be proud of here in North Olmsted for many, many years to come.”
Michael E. Zalar
North Olmsted City Schools Superintendent
North Olmsted Performing Arts Center
The new North Olmsted Performing Arts Center (PAC) has become a great source of pride for both North Olmsted Schools and its surrounding community. Connected to the main academic building, the new Performing Arts Center seats 850, has a separate, dedicated entrance, intended to feel unique as a performance theater for use by not only the school but also the community.
“I’m really excited about how the PAC turned out, we used classical elements on the exterior and the interior,” comment Mrs. Pavlovic. “I hear a lot of comments like, “It looks like Severance Hall!” or “We must be in a Playhouse District!” when you walk in. It does feel like that with rich fabrics, columns, and the colonnade. I attended their first musical which was “Beauty and the Beast,” it was just awesome. They did an amazing job and have a really good drama and music program. The community is very excited about it. I’m happy how it turned out for the North Olmsted district.”
Placing significant emphasis on the arts, historic 1930 precast medallions were removed from the former High School before demolition and reinstalled in the PAC’s exterior. It was designed with imposing proscenium arch opening that evokes a feeling of a grandiose professional theater.
Fused into the interiors are a Georgian color palette, patterns, and classical elements such as niches, columns, intricate pilasters & cornices, coffered ceilings with glass bell jar lantern light fixtures. Theatrical comedy-tragedy masks are molded into a focal wall medallion and fused into the terrazzo floor motif of the theater lobby as a design highlight.
The North Olmsted 6-12 campus is a landmark in the community, with its Georgian Architectural aesthetic fusing both historic and modern design styles into one structure. The school won “Learning By Design’s” prestigious “Outstanding Project” in 2019 award and exemplifies the 21st century learning model. The North Olmsted 6-12 school will continue to impact student’s education in the district and serve the community for years to come.
“I couldn’t have been more pleased with the response we received from the community. People were literally blown away. They couldn’t say enough positive things about the new campus. It’s beautiful, they loved the colors, layout,” commented Superintendent Zalar. “The community really felt like the district did a great job working with the architects and that we have something we can really be proud of here in North Olmsted for many, many years to come.”
Project Design Challenges:
Design and build a 320,000 sf building on a 38.5 acre site that is 2/3 floodplain, incorporating an onsite creek into the landscaping plan.
Fuse historic and modern architectural styles into a single structure that can reflect the historic nature of the Butternut Ridge Run Historic District.
Incorporate architectural elements that support a 21st century learning model for a school that serves 2,200 students.
Design the Middle and High Schools to function as independent schools, that could also share vital building services.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
North Olmsted 6-12 Campus – Fusing Modern and Historic StylesThe North Olmsted 6-12 campus hosts a beautiful 315,000 sf school, a 4,000 seat athletic stadium, Performing Arts Center and landscaping all complimenting this “Georgian Architecture styled” school. ThenDesign Architecture, working with the North Olmsted City School District created a new landmark in the historic Butternut Ridge Historic District.
North Olmsted 6-12 Campus
The North Olmsted 6-12 campus hosts a beautiful 315,000 sf facility, a 4,000 seat athletic stadium, Performing Arts Center and landscaping all complimenting this “Georgian Architecture styled” school. The campus hosts the high school and middle school under one roof while serving 2,200 students. It is located inside the one-and-a-half-mile long Butternut Ridge Historic District, which informs the school’s historic aesthetic. The exterior design complements a Branch of Cuyahoga County Public Library, located just across the street. Together they form an impressive new gateway into the City of North Olmsted. Proportion, symmetry and balance are hallmarks of the late 19th century Georgian Architecture and this aesthetic is fused to a modern interior that supports a collaborative “hub based” 21st century learning model. Opened for the 2018 academic year, this new facility capitalizes on the history of the community, while promoting the latest educational designs that will impact student’s education for decades to come.
Designed for the 21st Century
Before facility design commenced, the North Olmsted City School District had formed a clear plan for students’ education in the new facility. Their idea was inspired by a 21st century educational model that places students at the center of education, promotes small group work and collaboration between educators and students. A “hub concept” was used in educational spaces, where classrooms revolve around a shared collaborative space. Educators were encouraged to take advantage of the movable furniture, flexible classrooms, and embedded technology in the curriculum.
Both the high school and middle school are located under one roof but exist as separate entities. They each have their own entrances at opposite ends of the site, separate media centers, student dining and gym facilities. However, they share many common services such as the kitchen facilities and art and music spaces.
“This is not your grandfather’s school,” Superintendent Michael E. Zalar at the ribbon cutting ceremony and opening tour, “You don’t see traditional individual desks lined up in rows like you might have in the 19th or 20th centuries.” He continued, “These are truly classrooms built to foster flexibility and collaboration. People seemed to know that this campus was really designed for the future, not for the past.”
The Middle School lobby is open, bringing in natural light from tall windows and features terrazzo flooring with an embedded school logo. The ceiling design is an abstract representation of eagles in flight–the school mascot. The entrance feeds the academic wing, gymnasium and student dining.
To support 21st century educational design, the middle school spaces are organized into 5 studios, two per grade level. Each studio houses 150 students, and consists of 4 general classrooms, 1 science lab, 2 small group rooms, teacher prep room with storage, central collaboration area with presentation platform and adjoining restroom facilities. The classrooms are fronted by overhead garage doors that open into a shared collaborative area which supports project-based learning and features charging stations, lockers and raised platform for presentations. Movable furniture is used throughout and large glass windows provide natural light that also spills into corridor spaces, creating a light and airy feel.
The collaborative areas allow educators the flexibility to organize their students around the smaller community of students.
“We couldn’t be more excited, this is going to be the grandest opening of the school year that the district has ever embarked upon. Students are just emotional.”
Michael E. Zalar
North Olmsted City Schools Superintendent
North Olmsted High School
The High School’s entrance features a secure vestibule, orange & black school colors and the school logo embedded in terrazzo, similar to the middle school. Acoustic panels dampen sound reverberation in the tall space and form abstract eagles’ wings above the entry.
The high school also employs a modern approach to educational design, but on a more sophisticated level. Educational spaces are designed around collaborative areas, featuring expandable labs on the first floor, while core classrooms are on the second floor. Collaborative areas are surrounded by classrooms and small group rooms with translucent panels that provide views to and from the corridor. Each space is technology rich and hosts flexible furniture, preparing students for collaborative teamwork after their school career. The interior uses classical elements such as niches, alcoves and columns providing a Georgian twist on the 21st century design flexibility.
The student center was also designed with collaborative work in mind, not just as a cafeteria. It is a hub that connects the gymnasium, performing art center, outdoor courtyard and other academic spaces. The multipurpose space includes high-top tables, moveable furniture, Wi-Fi and charging stations to accommodate student work throughout the day.
The two-story media center is located on a prominent corner of the site and while it still offers books, it focuses on digital media that incorporates comfortable seating, worktables, and group areas. Students can enjoy beverages and snacks with large windows providing light and visibility to interior corridors.
“You don’t see this stunning Georgian Architecture often and it’s a focal point of the historical district,” architect Zora Pavlovic “The superintendent and the whole district was very into collaboration and the 21st century learning model. Not every teacher has experience with it yet, but we are seeing more and more educators embrace this method.”
“You don’t see this stunning Georgian Architecture often and it’s a focal point of the historical district. So I am really thrilled with how it turned out for them”
Zora Pavlovic
Architect
The Building Site and Athletics
More than half of the 38.5 acres of the property is located in a flood zone which posed challenges for the 315,000 sf campus. A creek runs through the site and informed the decision to place the building towards Butternut Ridge road, giving the building more presence on the street. Then, this unique creek was expanded, deepened and worked into the overall landscape design. The creek beautifies the site, and also helps alleviate flooding issues for the nearby area. Trees and a pavilion were installed after the building to create a “park like” setting behind the school.
Bike racks line the perimeter of the building to encourage physical activity of students and staff as well as to support the building’s LEED Silver certification.
Athletic facilities onsite include the artificial turf field used as a football and soccer field which is ringed by a track. The stadium offers seating for 3,000 on the home team side while supporting 1,000 visitor seats. Heated locker rooms, restrooms and concession stands are located below the stands.
“I couldn’t have been more pleased with the response we received from the community…They really felt like the district did a great job working with the architects and that we really have something we can really be proud of here in North Olmsted for many, many years to come.”
Michael E. Zalar
North Olmsted City Schools Superintendent
North Olmsted Performing Arts Center
The new North Olmsted Performing Arts Center (PAC) has become a great source of pride for both North Olmsted Schools and its surrounding community. Connected to the main academic building, the new Performing Arts Center seats 850, has a separate, dedicated entrance, intended to feel unique as a performance theater for use by not only the school but also the community.
“I’m really excited about how the PAC turned out, we used classical elements on the exterior and the interior,” comment Mrs. Pavlovic. “I hear a lot of comments like, “It looks like Severance Hall!” or “We must be in a Playhouse District!” when you walk in. It does feel like that with rich fabrics, columns, and the colonnade. I attended their first musical which was “Beauty and the Beast,” it was just awesome. They did an amazing job and have a really good drama and music program. The community is very excited about it. I’m happy how it turned out for the North Olmsted district.”
Placing significant emphasis on the arts, historic 1930 precast medallions were removed from the former High School before demolition and reinstalled in the PAC’s exterior. It was designed with imposing proscenium arch opening that evokes a feeling of a grandiose professional theater.
Fused into the interiors are a Georgian color palette, patterns, and classical elements such as niches, columns, intricate pilasters & cornices, coffered ceilings with glass bell jar lantern light fixtures. Theatrical comedy-tragedy masks are molded into a focal wall medallion and fused into the terrazzo floor motif of the theater lobby as a design highlight.
The North Olmsted 6-12 campus is a landmark in the community, with its Georgian Architectural aesthetic fusing both historic and modern design styles into one structure. The school won “Learning By Design’s” prestigious “Outstanding Project” in 2019 award and exemplifies the 21st century learning model. The North Olmsted 6-12 school will continue to impact student’s education in the district and serve the community for years to come.
“I couldn’t have been more pleased with the response we received from the community. People were literally blown away. They couldn’t say enough positive things about the new campus. It’s beautiful, they loved the colors, layout,” commented Superintendent Zalar. “The community really felt like the district did a great job working with the architects and that we have something we can really be proud of here in North Olmsted for many, many years to come.”
Project Design Challenges:
Design and build a 320,000 sf building on a 38.5 acre site that is 2/3 floodplain, incorporating an onsite creek into the landscaping plan.
Fuse historic and modern architectural styles into a single structure that can reflect the historic nature of the Butternut Ridge Run Historic District.
Incorporate architectural elements that support a 21st century learning model for a school that serves 2,200 students.
Design the Middle and High Schools to function as independent schools, that could also share vital building services.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
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Brush High School – A Dynamic Renovation ProjectThe South Euclid Lyndhurst School District had a clear vision for how to adapt their historic Brush High School and renovate it for the demands of a modern educational environment. The result, is a large school built in 1927, being modernized through strategic renovations to serve the community for years to come.
Brush High School – A Dynamic Renovation Project
The Brush High School Renovation Project provides a dramatic update to this beautiful, historic school in Lyndhurst, Ohio. It brings an architectural refresh, new spaces and services to this iconic structure in a neighborhood setting. This $8.5 million dollar renovation addresses 45,000 sf of the almost 300,000 sf building, redeveloping its media center, student dining, athletic facilities and innovation lab, restores unused classrooms and infuses a new graphic approach throughout the building’s corridors and shared spaces. These improvements allow the South Euclid Lyndhurst School District to better utilize this historic school for years to come.
Brush High School was originally built in 1927, having undergone multiple additions as the community has expanded. At the population’s height in the 1970s and 1980s, the school served over 3,000 students. More recently, the district developed a strategic plan that outlined a goal of becoming a “destination community,” and to update all their learning facilities by 2023. TDA partnered with the district to turn this vision into reality, further developing the plans for Brush High School, focusing on education and athletic spaces.
Major Improvements
A highlight of this construction project was to reorganize the athletic spaces. In order to better utilize the Korb Field, new locker rooms for football, track and soccer were added adjacent to the stadium by raising the existing gymnasium one floor and inserting the locker facilities beneath it. This solution allowed the new locker facilities to be used by the gymnasium above and the sports field just outside. Teams could then enter and exit these facilities directly from an outdoor public plaza, instead of needing to use locker rooms on the other side of the school. With this new configuration, both home and traveling teams could more easily engage with the new facilities, streamlining future athletic events. While it was a structural challenge to raise the gym, the floor was refinished and the space expanded, becoming the new auxiliary gym/multipurpose space for the school.
Student Dining was another major area addressed. First, the serving and point of sale areas were separated, allowing for a more modern and efficient approach. This eliminated heavy traffic during lunch periods and organized the cafeteria around an “a la carte” model. Second, large bay windows were added to the east elevation and energy efficient LED’s were installed to create a much brighter and healthier indoor environment. Third, the upper level of the cafeteria was redesigned to include modern, soft, bench seating that overlooked the sports field. This café style space served students during the day but then served the community at other times, since it provided excellent views of athletic events and could become a hub for future community events.
The Media Center was completely redesigned, having been transformed into a vibrant, multileveled space that serves as a school library and an inviting area for independent or collaborate work. Now, ADA accessible, it dramatically reorganizes the books into a more sophisticated and approachable manner, having eliminated the wall mounted shelving. The upper level has comfortable seating for individual work, while the lower section houses physical media and large tables for group work. In addition, 3 separate meeting rooms with technology hook-ups can be used by educators or students for presentations or research work. A reclaimed space adjacent to the media center is a new “tech repair center.” This becomes a learning resource for students to perform repairs on laptops and other educational technology.
A New Entrance for Navigation
In order to provide greater security and easier navigation, a new front entry was developed to serve as the primary entrance for the school. In the original building, the entry could have been easily overlooked, a simple set of double doors under a low overhang, which led directly into an academic hallway. This arrangement presented a variety of challenges for security and wayfinding. The new entry is a small tower, offset from the historic facade and drawing design elements from the main building. Proportionally and aesthetically, it resonates with the existing architecture without detracting. It incorporates a secure vestibule and visitor entrance where students and parents can easily sign in before admittance.
Along with the rearranged entrance, the new site design creates a visitor parking lot by the entry, with 13 new parking spaces and 3 ADA spaces. This lot is adjacent to a new entry loop staircase which connects a main lower parking lot with the public plaza, featuring Brush High School engraved values, “Educate, Inspire, Empower.”
Corridors and Graphics
Since the Brush High School is such a large structure, addressing the many long corridors was another main component of the renovation. Due to the changing nature of education, few physical lockers are needed for students. As a result of the renovation, approximately 1/3 of the lockers were eliminated, widening the hallways by four feet in some areas. While some of this space was absorbed into new renovations, in other areas, the extra four feet was used for trophy and display cabinetry, art installations and colorful collaborative seating. The display space further underscores the graphic approach used throughout the school.
New wall graphics and furniture installations were integrated throughout, emphasizing school colors and updating the existing artwork and color palette. New signage was added in the lobby and ties the older historic building to the new renovations.
Additionally, the industrial arts program was refreshed. The old “shop classroom” was remade into a modern “innovation lab,” for the engineering program. Since it was an underutilized space, the existing hardwood floors were refinished and now features 3D printers, band saws and other tools which are shared by the robotics lab next door. Interior windows allow for natural light to spill into the corridor and allow students to look in during classes.
We met with the district and went through their core values and strategic plan through 2023. We wanted the project to not only improve the buildings, but announce to their core values.
Adam Parris
Brush High School’s Renovation
Towards the end of construction, Adam Parris, the architect on the project commented, “The district had a lot of ideas about how to use that building and they set the roadmap for us to follow. In many instances the spaces turned out better than we envisioned and I found a lot of joy in reusing the existing spaces, while refurbishing the existing materials. It’s one thing to do a “renovation project” and just knock down part of the building, then rebuild it. It’s a completely different task to reuse something that’s existed for a hundred years.”
At the outset of the project, the district had a clear vision for how to adapt historic Brush High School and renovate it for the demands of a modern educational environment. The result is a large school built in 1927, that has been modernized through strategic renovations that will serve the community for years to come.
Project Design Challenges:
Renovate 45,000 sf of a 300,000 sf building, revitalize key spaces and install major technological systems on an almost 100 year-old building.
Develop and construct a new formal entrance that incorporates a secure vestibule and visitor entrance, without detracting for the historic aesthetic of the school.
Raise the gymnasium to the second floor, while building athletic facilities including locker rooms beneath that can serve the sports field and auxiliary gym.
Design new wall graphics and wayfinding throughout that unifies the historic art and design styles with the new renovation.
Eliminate lockers throughout the school while repurposing the space to engage students and provide rest spaces in the new areas.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Brush High School – A Dynamic Renovation ProjectThe South Euclid Lyndhurst School District had a clear vision for how to adapt their historic Brush High School and renovate it for the demands of a modern educational environment. The result, is a large school built in 1927, being modernized through strategic renovations to serve the community for years to come.
Brush High School – A Dynamic Renovation Project
The Brush High School Renovation Project provides a dramatic update to this beautiful, historic school in Lyndhurst, Ohio. It brings an architectural refresh, new spaces and services to this iconic structure in a neighborhood setting. This $8.5 million dollar renovation addresses 45,000 sf of the almost 300,000 sf building, redeveloping its media center, student dining, athletic facilities and innovation lab, restores unused classrooms and infuses a new graphic approach throughout the building’s corridors and shared spaces. These improvements allow the South Euclid Lyndhurst School District to better utilize this historic school for years to come.
Brush High School was originally built in 1927, having undergone multiple additions as the community has expanded. At the population’s height in the 1970s and 1980s, the school served over 3,000 students. More recently, the district developed a strategic plan that outlined a goal of becoming a “destination community,” and to update all their learning facilities by 2023. TDA partnered with the district to turn this vision into reality, further developing the plans for Brush High School, focusing on education and athletic spaces.
Major Improvements
A highlight of this construction project was to reorganize the athletic spaces. In order to better utilize the Korb Field, new locker rooms for football, track and soccer were added adjacent to the stadium by raising the existing gymnasium one floor and inserting the locker facilities beneath it. This solution allowed the new locker facilities to be used by the gymnasium above and the sports field just outside. Teams could then enter and exit these facilities directly from an outdoor public plaza, instead of needing to use locker rooms on the other side of the school. With this new configuration, both home and traveling teams could more easily engage with the new facilities, streamlining future athletic events. While it was a structural challenge to raise the gym, the floor was refinished and the space expanded, becoming the new auxiliary gym/multipurpose space for the school.
Student Dining was another major area addressed. First, the serving and point of sale areas were separated, allowing for a more modern and efficient approach. This eliminated heavy traffic during lunch periods and organized the cafeteria around an “a la carte” model. Second, large bay windows were added to the east elevation and energy efficient LED’s were installed to create a much brighter and healthier indoor environment. Third, the upper level of the cafeteria was redesigned to include modern, soft, bench seating that overlooked the sports field. This café style space served students during the day but then served the community at other times, since it provided excellent views of athletic events and could become a hub for future community events.
The Media Center was completely redesigned, having been transformed into a vibrant, multileveled space that serves as a school library and an inviting area for independent or collaborate work. Now, ADA accessible, it dramatically reorganizes the books into a more sophisticated and approachable manner, having eliminated the wall mounted shelving. The upper level has comfortable seating for individual work, while the lower section houses physical media and large tables for group work. In addition, 3 separate meeting rooms with technology hook-ups can be used by educators or students for presentations or research work. A reclaimed space adjacent to the media center is a new “tech repair center.” This becomes a learning resource for students to perform repairs on laptops and other educational technology.
A New Entrance for Navigation
In order to provide greater security and easier navigation, a new front entry was developed to serve as the primary entrance for the school. In the original building, the entry could have been easily overlooked, a simple set of double doors under a low overhang, which led directly into an academic hallway. This arrangement presented a variety of challenges for security and wayfinding. The new entry is a small tower, offset from the historic facade and drawing design elements from the main building. Proportionally and aesthetically, it resonates with the existing architecture without detracting. It incorporates a secure vestibule and visitor entrance where students and parents can easily sign in before admittance.
Along with the rearranged entrance, the new site design creates a visitor parking lot by the entry, with 13 new parking spaces and 3 ADA spaces. This lot is adjacent to a new entry loop staircase which connects a main lower parking lot with the public plaza, featuring Brush High School engraved values, “Educate, Inspire, Empower.”
Corridors and Graphics
Since the Brush High School is such a large structure, addressing the many long corridors was another main component of the renovation. Due to the changing nature of education, few physical lockers are needed for students. As a result of the renovation, approximately 1/3 of the lockers were eliminated, widening the hallways by four feet in some areas. While some of this space was absorbed into new renovations, in other areas, the extra four feet was used for trophy and display cabinetry, art installations and colorful collaborative seating. The display space further underscores the graphic approach used throughout the school.
New wall graphics and furniture installations were integrated throughout, emphasizing school colors and updating the existing artwork and color palette. New signage was added in the lobby and ties the older historic building to the new renovations.
Additionally, the industrial arts program was refreshed. The old “shop classroom” was remade into a modern “innovation lab,” for the engineering program. Since it was an underutilized space, the existing hardwood floors were refinished and now features 3D printers, band saws and other tools which are shared by the robotics lab next door. Interior windows allow for natural light to spill into the corridor and allow students to look in during classes.
We met with the district and went through their core values and strategic plan through 2023. We wanted the project to not only improve the buildings, but announce to their core values.
Adam Parris
Brush High School’s Renovation
Towards the end of construction, Adam Parris, the architect on the project commented, “The district had a lot of ideas about how to use that building and they set the roadmap for us to follow. In many instances the spaces turned out better than we envisioned and I found a lot of joy in reusing the existing spaces, while refurbishing the existing materials. It’s one thing to do a “renovation project” and just knock down part of the building, then rebuild it. It’s a completely different task to reuse something that’s existed for a hundred years.”
At the outset of the project, the district had a clear vision for how to adapt historic Brush High School and renovate it for the demands of a modern educational environment. The result is a large school built in 1927, that has been modernized through strategic renovations that will serve the community for years to come.
Project Design Challenges:
Renovate 45,000 sf of a 300,000 sf building, revitalize key spaces and install major technological systems on an almost 100 year-old building.
Develop and construct a new formal entrance that incorporates a secure vestibule and visitor entrance, without detracting for the historic aesthetic of the school.
Raise the gymnasium to the second floor, while building athletic facilities including locker rooms beneath that can serve the sports field and auxiliary gym.
Design new wall graphics and wayfinding throughout that unifies the historic art and design styles with the new renovation.
Eliminate lockers throughout the school while repurposing the space to engage students and provide rest spaces in the new areas.
Let’s work together to make education better. Interested in speaking with us? Get in touch!
Get our newsletter with insights, events and tips.
Kent City Schools – A “District-Wide” Renovation ProjectThe district is passionate about education and operates six school buildings. ThenDesign Architecture helped educators create a district-wide master plan for renovations on all six schools operating in Kent.
Kent City Schools – A District-Wide Renovation Project
Kent City Schools is a large school district serving over 3,000 students. Established in the 1860s, the district is passionate about education and operates six school buildings spread across the City of Kent, Franklin Township and the Village of Sugar Bush Knolls. While the buildings are well maintained, changes in the educational landscape and the age of the facilities necessitated improvements. A $25 million “No New Tax” construction bond was passed in 2020 and is being used to make renovations to each facility. The master plan identifies three major improvement categories and renderings have been developed showing the anticipated improvements coming to the schools. Despite the challenges facing educators in 2021, Kent City Schools is focusing on education and executing a district-wide renovation project.
Renderings of the Roosevelt High School gymnasium addition, artificial turf and Field House
“No New Tax” Bond Issue is a unique opportunity for Kent citizens to improve our facilities without raising taxes … Funds generated from this Bond Issue will allow us to make needed upgrades to all six Kent schools.”
George Joseph
Superintendent of Kent City Schools
Challenges for Many School Districts in Ohio
Across the state, many school districts are faced with the difficult decision of how to deal with aging facilities. While some can construct new buildings, it isn’t always necessary, and in some instances, renovation is a wiser economic decision.
Kent operates six schools in their district: Davey, Longcoy, Holden and Walls are elementary schools, Stanton Middle School serves grades 6-8, and Theodore Roosevelt High School serves grades 9-12. Since they are all in different locations, built at different times, (the oldest was built in the 1920’s and the newest opened in 1999), each has its own unique characteristics and needs.
Due to the maturation of an existing construction bond the district was able to make improvements to every facility without raising costs in the community. Considering the number of buildings and budget involved, a district-wide renovation project maximized the impact on student’s education.
Since the schools were well maintained, it makes upgrading them easier and more cost effective. The district can maintain the history of each building and neighborhood connection, while installing critical modern mechanical systems that will breathe new life into the structures and improve the occupant’s thermal comfort.
The district has done an excellent job of maintaining their facilities. They have made a commitment over the decades to keep up with the technological and physical improvements needed for each school.
Cheryl Fisher
Educational Planner
The Bond Issue
In the spring of 2020, the community passed a “No New Tax” Bond issue. This new construction bond was key to making the large-scale improvements planned by the district.
Gratefully, George Joseph, the Superintendent of Kent Schools, stated: “Our “No New Tax” Bond Issue is a unique opportunity for Kent citizens to improve our facilities without raising taxes. Although we constantly maintain and repair our facilities, the district has not had the funding to make substantial building improvements or additions in the last 20 years. Funds generated from this Bond Issue will allow us to make needed improvements and upgrades to all six Kent schools.”
A construction bond is a commitment made by the community to pay a certain amount of taxes which go towards permanent construction or asset improvements. Kent City Schools took advantage of the maturing bonds issued over 20 years ago from the construction of the Stanton Middle School and improvements in Roosevelt, and Davey schools. This new bond now finances the cost of renovations to the schools in 2020-2021 without raising taxes.
The superintendent was grateful to the community for their support. He stated, “Thank you to the Kent community for your overwhelming support of the Kent City Schools by voting to support the “No New Tax” Bond Issue in April…it makes a huge difference in making needed improvements and upgrades to our six school buildings.” Mr. Joseph has been a tireless advocate for students and educators in the Kent school system, “Our educators care deeply about students and their academic and emotional success. We are grateful for the support of the Kent community.”
This bond issue enabled the district to make these large-scale improvements to support future students.
A site plan showing the revised parking layout around Theodore Roosevelt High School.
Three Categories for District-Wide Renovations
Kent City Schools engaged with The Impact Group, their Strategic Planning facilitator, to gauge the community’s preference on renovation versus new construction. According to the Impact Group, the Kent community turned out for the highest level of participation they had ever experienced. 41% of respondents supported renovations, while 31% supported new construction. Renovating existing facilities was a clear choice in the community.
Leading up to construction for the district, Kent City Schools partnered with ThenDesign Architecture to create an educational masterplan for the district. This extensive process allowed the administration and educational planners to work together, identifying the needs and opportunities for each school facility.
Having this master plan allowed the designers to identify a roadmap for educational success in the district. Even though the buildings had not received significant improvements in the last 20 years, they were very well maintained and good candidates for renovation.
Cheryl Fisher, an educational planner with TDA worked extensively with the district on their plans. “We started assessing all of the district facilities and identifying what their building needs were district-wide and even exploring the possibility of new schools with the OFCC. We looked at the facility condition, we looked at educational adequacy of space and worked with a large “facilities improvement cabinet” and went through an in-depth analysis of the data. The project was just so big, we had to come up with a list of priorities.” These priorities revolved around, safety and security, improving the instructional environment and upgrading the athletic and performing arts facilities.
During the design process, the district has engaged with educators, students and professionals on the new building improvements. In late October 2020, students in the urban forestry program engaged with professionals, including Geo-Sci, a local Geotechnical and Engineering consultant, to take soil samples where the future addition will be located. Since the land being developed is near a wooded lot, this new construction project becomes a real time “laboratory” for high school students to better understand the impact of construction on the natural environment.
Student engagement in the Urban Forestry Program
“Our educators care deeply about students and their academic and emotional success. We are grateful for the support of the Kent community.”
George Joseph
Superintendent of Kent City Schools
1) Safety and Security for Students
The first area of improvement was in rethinking safety and security for students.
As education has evolved, so has the need to maintain the perimeter of schools and keep track of visitors. Modern schools utilize “secure vestibules,” as a transition space that allows guests to check in using electronic access controls, ensuring the administration can run a background check on visitors before they enter the building.
Since most of the schools in the Kent district were built before secure entries were considered necessary, all 6 schools in the district will get enhanced security at the entrances. Features include electronic access controls and security cameras. These measures will make a huge difference in allowing staff to maintain a safe environment for students. In addition, site security will be improved by providing each building with energy efficient, high output LED lighting in their parking lots. Not only does this feature enhance safety forces patrolling the schools, it also enhances visibility for families attending after-school activities in the early mornings or evenings.
Student parkers at the high school now have to cross the heavily trafficked Roosevelt Drive to enter the school. With the reconfigured site plan, Roosevelt Drive will be moved to the south and all parking relocated to the north of Roosevelt Drive creating a safer entry. The visitor and ADA parking spaces are also moved closer to the main secure entrance along with a drop off lane separate from the bus drop off. The bus drop off road that enters off the north entrance of Mantua has been widened to allow parallel parking along this road while providing a fire lane.
Secure Vestibules for Davey and Holden Elementary Schools
2) Improving the Instructional Environment
The majority of student’s time is spent in a classroom or other instructional environments. When determining important facilities upgrades, the classroom environment was prioritized with two major improvements for every building in the district.
The first of these improvements is replacing the fifty plus year old ‘univent’ classroom heating and ventilation units. The existing units have no capability for air conditioning and take around 30 minutes to completely exchange the indoor air. The new system replaces those with heating and cooling units which exchange air in almost half the time, provide a better indoor air mix and are equipped with bipolar ionization capabilities. The air quality and thermal comfort of the students will be greatly improved with these new univents while also reducing maintenance costs. The second major improvement to the learning environment will be new LED’s replacing the aging fluorescent bulbs. LED lighting has many benefits including energy efficiency, better light output, long lasting lifespan and a much better CRI count. “CRI” or “color rendering index” measures a lights ability to represent colors in a more natural way, with higher CRI’s being better suited for educational environments.
Additionally, two of the elementary schools (Holden and Walls) are receiving new gymnasium floors, while the Davey and Longcoy gym floors were refinished in the summer of 2020. Davey and Stanton also will receive new flooring to replace finishes that have failed with age.
“The new gymnasium complex, stadium synthetic turf and new field house will be dramatic changes at Theodore Roosevelt High School. The security vestibules at each school increase student and staff safety. The lighting and air conditioning improvements will create a better educational environment.”
Brad Gellert
Project Manager
Athletic Engagement Session in Richard Roberts Auditorium
3) Improving Athletic and Performing Arts Facilities
Finally, Theodore Roosevelt High School is receiving several upgrades in the form of improving the athletic facilities and performing arts spaces.
As budgets and plans were formulated, TDA began engaging directly with the district on designs for the new sports field, gymnasium, and field house. Teachers, administrators, and coaches met with representatives from TDA and Shook Construction to get updates on the design and construction progress. Among the details discussed, were preliminary plans for the new gym and field house.
The new gymnasium complex will be a large addition to the high school and will dramatically change athletic events there. The addition creates a new 14,000 sf gym that includes a new entryway, ticket booth, concession stand, athletic storage, locker rooms and an 1,800 sf multipurpose space to be used in the winter season for wrestling. Completing the athletic upgrades will be the high school natatorium. It is budgeted to get new bleachers and filtration system.
Cheryl having worked closely with the team throughout master planning noted: “They’re one of the few districts of this size and enrollment that only has one gym. They are challenged when trying to fit all the activities scheduled during the day and night during game seasons. This addition gives them a new gym which is larger than the old one and allows them to have a competition and auxiliary gym. So multiple activities can take place simultaneously.”
Theodore Roosevelt High School students can also look forward to a new synthetic turf field with an adjacent field house that houses a concession stand, public restrooms, “spirit shop,” varsity team locker rooms and training room. The stadium is also receiving an upgraded sound system, and lighting improvements.
Finally, additional plans are underway for the 50-year-old Richard Roberts auditorium. Improvements to this performance space include a thrust stage extension that will improve acoustics while adding performance space, widened aisles for easier visitor access, wayfinding floor level LEDs, acoustic treatment, and new red upholstered auditorium seating and carpeting throughout the auditorium.
“The district recognizes the value of the school system and they want to be good stewards of what the community trusts in terms of money, the quality of education and the quality of spaces.”
Cheryl Fisher
Educational Planner
Kent City Schools – A District-Wide Renovation Project
The net result of these changes across 6 buildings, is a big impact on the quality of education, athletics, and artistic pursuits by students. The cumulative effects of such improvements make a profound difference in the overall educational experience.
Improving on existing facilities through renovation work can breathe new life into structures, extending their life spans. Targeted improvements in facilities provide solutions that will service the community for decades to come. Kent City Schools, by assessing their current facilities, master planning and executing on their plans shows that a district-wide renovation project can be successful.
