1. 2012 PASA-PSBA SCHOOL LEADERSHIP CONFERENCE HERSHEY, PENNSYLVANIA Wednesday, October 17, 2012 The Goal: Can A School Building Be An Intervention To Reading Instruction

2. PRESENTERS: Dr. James P. Capolupo Superintendent of Schools Mr. Donald A. Cadge School Board Director Mr. Douglas E. Carney, AIA, LEED AP School Board Director/Treasurer

3. PRESENTATION OUTLINE: 1.District overview 2.The need for change (zero defects) 3.Core team (Board, Superintendent, thought leaders) 4.Literacy Goal (Visioning) 5.Motivation (the burning platform) 6.Communicate the vision 7.Implementation (Do & Measure) 8.Consolidate (institutionalize process) Yes – intuitively we followed the Kotter Change model!

4. The FIRST STEP video http://vimeo.com/34618756

5. SPRINGFIELD DISTRICT OVERVIEW Suburban Philadelphia – Delaware Cty. –3821 students –$66M budget –27,128 population (Springfield & Morton) –100% post-secondary acceptance –Aid ratio 14% (86% local funding) Five Buildings –HS (1198), MS (846), Sabold ES (617), Scenic ES (597), Literacy Center (563)

6. THE NEED FOR CHANGE – why do it?  Collins – good to great and we were very good – but complacent  We had no metrics – 60, 70, 80% success rates – who knew???  Smart kids failed to succeed  If they passed 4 th grade the academic gap compounded logarithmically  What is the acceptable “failure rate”?  Who volunteers to tell this kid he will be the one who can’t read?

7. BUILDING THE CORE TEAM – building support for insurrection School Board Superintendent Key building leaders Key faculty thought leaders

8. THE LITERACY GOAL - defining the vision LITERACY GOAL - 2000 Every Child MUST Read On Grade Level by the End of Fourth Grade 5 th grade is the gateway where literacy is required for other subject area learning

9. MOTIVATING THE ENTERPRISE creating the burning platform Claiming the moral high ground for change Appealing to faculty professionalism Enlist the entire enterprise Strategic leadership changes Announce the Goal publicly Educate the public Instill confidence it can be done!

10. COMMUNICATING THE VISION – aligning expectations Everyone became a stakeholder in achieving the Goal Superintendent provided visible support for the achievement of the Goal Focus Accountability: Principal Goal Matrix “Good to Great” Thinking Business Cards Banners in Schools District Boulevard Banners All Staff Invested

11. IMPLEMENTING THE REINVENTION do – measure - improve http://www.princeton.edu/futureofchildren/publications/docs/05_02_08.pdf  Reinvention of educational processes  More effective literacy instruction  Culture change (sea change)  Zero defects – be as good as Honda  What the available research? Tennessee Star Study  Mass customization – the Toyota Production system applied to education (resources, IEP’s, nimbleness)  Systematic & statistically based customizations  Create more space – allow 5 th grade restacking

12. THE BEGINNING – K to 4  1950’s assembly line mentality towards education  Dump in content and throw kids over the fence – on a two decade journey to “find” the Mooney River  Look at the data – works for ~85% but what about the others?  Challenge all stakeholders to look beyond the “norm”  School is a system not a building – think beyond the building  Take calculated risks  Same thinking = the same results!

13. CHANGING THE CULTURE Status Quo is not acceptable  IT CAN BE DONE!  Have a SINGLE MINDED focus  Walk the walk – class size matters act on the STAR STUDY!  Leadership – fix the people & structure  Focus on each student – customize!  What gets measured gets done! – 1) assess, 2) customize, 3) measure and 4) repeat  Mentor your people with the core group  Accountability – resources go away if there are no results

14. 15 -17 Students per class in First Grade –90% benefit –8% of the resources –We can do this Tennessee STAR study IMPLEMENTING THE REINVENTION class size matters

15. Board Superintendent Directors of Teaching and Learning District Literacy Coordinators Literacy Specialists Title I Coordinators Curriculum Coordinators Teachers on Administrative Assignment 15 IMPLEMENTING THE REINVENTION Leadership is essential

16. IMPLEMENTING THE REINVENTION Mass customization – THREE TIERS

17. IMPLEMENTING THE REINVENTION Customized instruction based on specific needs Assessments Students are assessed to determine level of performance using data collected through daily classroom experiences and the assessments as described on the district assessment map. For students who experience difficulty in reaching the proficient level, the following plan is in place. Basic A student is missing some of the prerequisite strategies/skills and content knowledge needed to demonstrate the expected level of performance for the grade at the time of the year assessed. Below Basic A student is missing many of the key strategies/skills and content knowledge needed to demonstrate the expected level of performance for the grade at the time of the year assessed. Every student is assessed continuously A customized education plan is prepared for every child – an IEP for all! Nimble resources applied based on specific student need Three tiered plan used to ensure consistency and best value approach

18. IMPLEMENTING THE REINVENTION Mass customizations – statically based Tier OneTier TwoTier Three All Students15% - 20% Approximately3% - 7% Approximately Research Shows Approximately 80% - 85% Student Success Will Require Tier 1 & Tier 2Will Require Tiers 1, 2, & 3 Core ProgramCore Program Plus InterventionsCore Program Plus Intensive Alternative Interventions There is no “silver bullet” cure!

19. TIER 1 EXAMPLES Strategic Reading Development Comprehension Program Balanced Literacy Social & Emotional Curriculum- Responsive Classroom Phonics/Phonemic Awareness Program- Wilson Fundations Literacy Stations Community Outreach High Frequency Word Program Vocabulary Development Word Study Program (Ganske) Core Program (Trade Books-Anthology) Shared Reading Guided Reading(Leveled Texts) Independent Reading Interactive Read Alouds Reading Workshop Writing Workshop Writing Program Reading & Writing in the Content Areas Integration of all Curricular Areas Fluency Program-100 Book Challenge Program Cougar Crossing (RTI for K and 1) with Aimsweb Progress Monitoring Planned spaces for daily targeted instruction IMPLEMENTING THE REINVENTION Mass Customizations – Tier Details TIER 2 EXAMPLES All of Tier 1 Plus… Extended Kindergarten Booker’s Buddies Program- before/after school tutoring Individualized targeted small group instruction with reading specialist Earobics Push in Support with Learning Assistants ELL/ESL Program Waterford ELL site license 504 Plan Homework Club Wilson Fundations Double Dose Program Child Study Team (CST) Goal Based Individualized Plan Implementation TIER 3 EXAMPLES All of Tier 1 & 2 Plus… Child Study Team (CST) Second Implementation MDE-Special Education- Learning Support-Related Services

23. SIMPLE GOALS Meet spaces needs for K-5 grades Eliminate temporary trailers at Sabold & Scenic Move 5 th grade from ETR to Elementary setting 50 year minimum useful life CAN A BUILDING BE AN INTERVENTION? and could it teach future teachers too... COMPLEX GOALS Build a purpose built Literacy Center – “a reading machine” Make every space count - learning must happen in EVERYWHERE! …blur the line between learning environment and everything else – it shouldn’t just be about classrooms Capture the pedagogy in architecture – reinvent learning Make teaching this program intuitive DESIGN GOALS Sustainable building Clings to the hillside like a tree tucked into the woods Bring outside in and inside out & be FUN! Provide many convenient learning spaces Blur the edges of the classroom Integrate all curriculum areas into literacy instruction Blur the line between instruction and recess We all read

24. Springfield Literacy Center

25. –52,000 square feet (new construction) –$14.9 million building budget (single prime contract) –$5 million site work construction –Planning 2 years, construction 18 months Project Team –A/E Stantec (Butler office) – architect & engineer –CID Group (Berwick PA) – Owner’s Representative –GC E. P. Guidi, Inc. (Ambler PA) – General Contractor –Facilities Committee, administration, faculty – Building committee Springfield Literacy Center - CARNEY Page 25“we believe every student can read” THE BASICS

26. SLC ETR LAND PURCHASED PARK

27. Green House Kindergarten Entry Demonstration Ecology Gardens Alphabet Walk Recycling Station Outdoor Amphitheater Tree House Classroom Visitor Parking Biofiltration Area Sculpture Garden Geothermal Wells Interactive Word Walls Outdoor Classroom Board Walk Main Entry Existing Grove of Trees EDUCATIONAL CAMPUS Springfield Literacy Center

28. 1.Kindergarten 2.Extended instructional environment / collaborative learning 3.Outdoor learning environment 4.Music 5.Library 6.Front porch / entry 7.First grade 8.Intervention 9.Kitchen 10.Multi-purpose 11.Administration 12.Special education 13.To existing Middle School 14.Small group Instruction / literacy intervention Ground Floor Plan Springfield Literacy Center 1SR GRADE CLASSROOM

29. CORRIDOR CLASS SGI STO. SCHEME 2 READING NOOK SEATING READING NOOK BOOKS S.G.I. CLASSROOM EXTENSION SEATING CLASS S.G.I. CLASS COMMON SGI STO. T. STO. SCHEME 1 READING NOOK BOOKS SEATING CORRIDOR REINVENTING THE CLASSROOM the right sized duplex room set Smaller More flexible Rich authentic resources Scalable small group instruction spaces

30. INSERT MOCK UP PHOTO REINVENTING THE CLASSROOM the right sized duplex room set Full sized plywood mock-ups of the classrooms and support spaces Study the “barn doors” and SGI spaces – look at lines of sight Plan the storage and light switches!

31. Classroom Detail Floor plan Extended instructional environment / collaborative learning Sliding barn door with writing surface and windows Sliding Glass Door Classroom Small group instruction / literacy intervention Classroom Marker board / movable partition Recycling center Extended instructional environment / collaborative learning REINVENTING THE CLASSROOM the right sized duplex room set

32. Enlarged Floor Plan 1.Extended Instructional Environment/ Collaborative Learning 2.Folding Glass Partition 3.Classroom 4.Small Group Instruction/ Literacy Intervention 5.Recycling Center 6.Barn Door w/ Marker Board and Glass 7.Folding Writing Wall 8.Large Group Instruction 9.Flexible Furniture 1 1 2 3 3 3 4 5 8 4 Literacy Intervention 4 7 3 6 4 7 6 6 3 6 Springfield Literacy Center

36. The classroom extends into the single-loaded circulation system to maximize educational utilization. The separation is transparent to allow the teacher to monitor activity. Small group instruction areas are located between classrooms for literacy intervention. They are separated by sliding barn doors.

37. Transparency is used to blur the lines between interior and exterior educational space to make a strong link with the natural environment allowing natural light and views to the interior spaces.

38. The driving vision is displayed at the building entry porch/outdoor classroom. The Library takes the place of a lobby and is the first interior space experienced by students and visitors. The Green roof classroom provides an alternative learning environment supporting variety, connection to nature, and environmental stewardship.

40. The two story library is designed for informal collaborative learning environments. These spaces are tailored for flexible team teaching or as an extension of the main floor library. This space is very inspiring due to the abundant daylighting, views, and adjacent green roof classroom.

42. Play is incorporated into the literacy curriculum via the alphabet walk and carefully selected play equipment. Rain chains convey stormwater from the roof to a bioswale to provide an educational experience.

43. The natural drainage of the is maintained with the design of a bio-filtration swale that runs under a bridge of the building. Rain water from the roof is drained into the swale and displayed for the students so they may begin to understand storm water management.

45. The tree house classroom promotes discovery as students are able to experience the tree canopy overlooking a natural gorge. It also supports differentiated instruction for students who require variety.

46. COMMUNITY BOOK

47. CONSOLIDATE THE GAINS institutionalize the processes Celebrate success – victory luncheon Institutionalize process Keep measuring and reporting results Keep learning – continuous improvement Extend success throughout the enterprise

48. NEW READER LEGACY BOOK

49. UNEXPECTED CUSTOMIZATIONS

55. The buildings natural palette is complementary to the adjacent woodlands. Exploring ways to integrate literacy into the building design, each floor was expressed as a season. A final layer of infusing literacy into the building was driven by the natural context of the site. QUESTIONS?

57. SUSTAINABILITY

58. Geo-thermal system – example Significant concerns with continued use of fossil fuels for heating & cooling Desire to control utility expenses Desire to act sustainably Cost benefit analysis determined a 10-12 year simple payback at a 5% cost of capital compared to water source HP heating only Bid as an add alternate - $500,000 premium

59. Geo-thermal system – example Springfield Literacy Center 4-24-09 Ground exchange geo-thermal field - 16 wells added to the 88 original design for a total of 104 wells resulting in ~20% spare capacity – depth is 400’ soil is mica-schist to solid granite

60. Geo-thermal system – example School as a teaching tool – ground loop manifolds visually accessible to students to “feel” the heat and measure with their hands the delta t

61. Geo-thermal system – example

62. Green Roof – example Phased in alternate –Structural steel, railings, stone & plant materials –Future – rain chains, rain barrels, herb garden $90,000 premium Limited area Teaching tool Teaching space Semi-intensive system Springfield Literacy Center 4-24-09

63. Green Roof – example

64. Green Roof

65. Connect children with outdoors & nature OLD GROWTH COURTYARD

66. Natural daylight & transparency

67. Rain chains, rain garden & bio-filtration swale

68. Tree house classroom (our LAST add alternate)

69. Courtyard & amphitheater

70. Sustainable materials

71. Building as a Teaching tool Building equipment operation Geothermal system operation Building temperature status

72.  The Washington Post - Top High Schools (Public & Private) – Springfield High School – #2 in Delaware County, PA & #20 in Pennsylvania – 2011  PSBA – Awards of Excellence – 2010 & 2011 – Ready Set Know Our Green School & My New School Publications  PSBA – Honorable Mention 2011 – Highlights Publication  Learning by Design Magazine – Grand Prize – New Construction – Entire Building/Campus Building - Springfield Literacy Center – 2011  WIB – Excellence in Youth Award – Turkey Fund Program – 2011  Newsweek Magazine – America’s Best High Schools 2010 & 2012  CEFPI – Exhibition of School Planning & Architecture – Project of Distinction 2010 – Springfield Literacy Center  GBCA Construction Excellence Awards – Best Green Building Project – Springfield Literacy Center - 2010 AWARDS & RECOGNITIONS

73.  Best of Philly Schools – Schools - Fundraising – Springfield High School - 2009  Philadelphia Magazine – Best Public High School - 2008 & 2009  International Reading Association – Sabold & Scenic Hills Elementary Schools – Exemplary Reading Program – 2008 – 2009  American Cancer Society – Relay for Life – Outstanding Contribution – 2008  NAMM Foundation – Best Communities for Music Education in America – 2007  2007 CEFPI International Concept Design Award  2010 CEFPI Northeast Regional Edward Kirkbride Award for Excellence in Educational Planning and Design  AIA Committee on Architecture for Education (CAE) Project of Merit - 2011  2011 AIA Honor Award - Green Design Citation  2011 AASA First Featured Success Story in the United States & First Success Story in Pennsylvania -- 2011 AWARDS & RECOGNITIONS

74. AWARDS & RECOGNITIONS The Washington Post— Top High Schools (Public & Private) – 2012 #3 in Delaware County, PA #28 in Pennsylvania District Administration May 2012— Sustainability Green Literacy K-1 School Supports Reading Success The White House – Springfield School District, One of Three School District Superintendents Representing Pennsylvania, in a Delegation at an Education Forum with Senior Officials for the White House Administration on August 30, 2012

75. Dr. James P. Capolupo Superintendent of Schools 111 W. Leamy Avenue Springfield, PA 19064 Tel: 610.938.6050 Cell: 610.476.8367 Jim.Capolupo@ssdcougars.org Mr. Donald A. Cadge 1025 Westwood Drive Springfield, PA 19064 Tel: 610.543.7118 Don.Cadge@ssdcougars.org Mr. Douglas E. Carney, AIA, LEED AP 474 Granite Terrace Springfield, PA 19064 Tel: 610.328.6816 decarney@aol.com

76. APPENDIX INFORMATION

77. Planning Process: Three groups were charged with working with the architects to develop the educational program and the design for the new Springfield Literacy Center. These were as follows: The Facilities Committee. This committee consisted of two school board members and approximately 15 community leaders that had practical construction related experience. This committee met monthly to review and discuss any facility related items to ensure that the district’s educational and financial goals were being met. Upon invitation, the design team and district administrators would attend this meeting to discuss the Literacy Center project. This group made recommendations to the school board concerning facility issues. The Literacy Center Core Group. This group consisted of district administrators and educators. They were responsible for the development of the literacy curriculum and worked with the design team during the development of the educational doctrine report and facility design. Meetings were held as needed to ensure that the design would support the educational vision. During the design, a full scale mock up of the classroom, intervention, and collaborative learning spaces was constructed. Faculty members were invited to tour the mock up and to make comments and suggestions for improvement.

78. Planning Process Continued: K-1 Community Group. This group consisted of parents and community members who were interested in taking part in the Literacy Center design. The design team facilitated the meetings, and 22 community members participated. During the first meeting, the group defined nine focus points for the design team: –Library is the hub –Community focus –Opportunity to speak, read, and write –Places for hands-on learning –Using information –Ecology –Storytelling –Technology and multi-media –Play as opportunity for learning –Participants divided into subgroups to further define these focus points and to convey the ideas to the design team. Subsequent meetings were held during the design process to ensure that the intent was incorporated.

79. Community Environment: Springfield School District’s community engagement process for the literacy program started long before planning began for the new facility. A description of this project would be that it is a successful educational program in search of a supportive environment. The educational program was the vision of School Board member, Doug Carney. Doug’s son could not read proficiently at the completion of fourth grade. Finding this unacceptable, Doug decided to be a part of the solution and became a Board member. Based on data indicating that achieving literacy proficiency during primary grades improves lifelong learning skills, Doug, with the consensus of the Board, challenged the District administrators and educators to meet a goal of 100% proficiency in literacy by completion of fourth grade. The District developed a curriculum that included an individual literacy plan for each student. The curriculum was implemented in 2002. The program achieved sustained success. In 2005, the District achieved 99.2% literacy proficiency. The curriculum had been implemented for many years in the District’s existing double loaded corridor elementary schools. The Springfield community has been very supportive of the District because of the results of this program, and there has been an increase in enrollment from young families moving into the area. This growth in enrollment created an opportunity to plan and design a new facility that would uniquely support the Literacy program for grades K-1. The goals for this new facility were: –Use every penny of investment and every inch of development to support the literacy program. –Create a learning environment that will be the Jewel of the community. –Create a strong link between the outdoor and indoor learning environments. –Create outdoor learning environments tied to the natural environment that could be enjoyed and utilized by the community.

80. Learning Environment: Springfield School District developed a “mass customization” model of literacy education tailored to provide the level of education needed for each student. Each student is tested as they enter the school system to determine their level of literacy proficiency and their learning style. Based upon this information, the district developed an individual literacy program (ILP) for each student. These ILPs required spaces for specialized activities such as: undistracted short or long duration one on one instruction, collaborative small group instruction in traditional environment, collaborative small group instruction in varietal environments, etc. The design response for the new Literacy Center is singularly focused on enhancing literacy instruction and providing spaces to support the ILPs. Students approach the building through the front porch, which doubles as a covered outdoor classroom. Students are encouraged to write on the slate chalkboard or on the sidewalk to experience the different tactile surfaces and to display their progress as visitors approach the building. Rain chains convey stormwater from the roof to a bioswale to provide an educational experience during a rainy day. The traditional lobby is replaced by the library so that students and visitors are immediately immersed into the literacy program.

81. Learning Environment Continued: The kindergarten and first grade classroom wings are separated and are located around a grove of natural trees. They are in a single-loaded arrangement in order to maximize the connection to the natural environment and to maximize the educational function of the circulation space as an extension of the classroom environment for collaborative instruction. A series of flexible, small group instruction spaces are located between classrooms. These are separated from the main classroom by sliding barn doors that include writing surfaces, as well as windows that allow a teacher to monitor students, while providing individualized instruction. Based upon the Tennessee STAR study, the District established a policy reducing class size in first grade. The goal is a maximum of 15 students per classroom. Diverse student learning styles are supported through non-traditional learning elements such as the extended classrooms, the tree house classroom, the outdoor amphitheater, the green roof classroom, and the front porch. Play is incorporated into the literacy curriculum via the alphabet walk and carefully selected play equipment.

82. Physical Environment: The 51,000-square-foot facility includes 6 kindergarten classrooms, 18 first grade classrooms, 3 special education classrooms, an intervention space, collaborative learning environments, a library, a multipurpose room, a kitchen, large group instruction spaces, a “front porch”/outdoor classroom, a green roof/outdoor classroom, a tree house classroom, an alphabet walk, and an outdoor amphitheater. The Literacy Center shares a 25.1 acre site with the District’s existing middle school and athletic fields. The site is an oasis of nature in the midst of a densely developed suburb. The design team used transparency to enhance the visual link with this natural environment and to blur the lines that traditionally divide teaching and learning spaces. The entire site and building are designed to support literacy education, and these spaces are on display through the use of transparency. The design solution provides maximum flexibility by incorporating folding glass partitions that link classrooms with collaborative learning spaces. Small group instruction spaces between each first grade classroom support the literacy intervention curriculum. Sliding barn doors allow a teacher to monitor students, while providing individualized instruction. This level of flexibility was originally problematic during the pursuit of LEED certification. The design team believed that the prerequisite was too prescriptive in defining a closed classroom for education and worked with USGBC to develop an alternative path for the LEED for Schools prerequisite EQ 3 related to classroom acoustics. The alternative path provided a solution for schools that desire a flexible learning environment.

83. Physical Environment Continued: Springfield School District mandated that the building design support its literacy program, provide a healthy indoor environment, and reduce energy consumption. These goals served as guidelines during the design process, and as a result, the project is seeking a LEED Gold rating from the USGBC. The design response was driven by analysis of data throughout the process. The following analysis informed the development: day lighting to evaluate shading and the effects of glazing; the building shell to identify thermal properties of different construction materials and systems; and natural ventilation to determine the best placement of fenestration. Implementing building information modeling helped to inform the design team during analysis. Appropriate orientation was crucial to maximize the views and day lighting, while designing for optimum natural ventilation. The mechanical system consists of geothermal wells that are used to heat and cool the building. Combining the geothermal system with heat pumps that are positioned in the building optimizes the efficiency and reduces the operational costs of the facility.

84. Entry Level Floor plan 1.Kindergarten 2.Extended instructional environment / collaborative learning 3.Outdoor learning environment 4.Music 5.Library 6.Front porch / entry 7.First grade 8.Intervention 9.Kitchen 10.Multi-purpose 11.Administration 12.Special education 13.To existing Middle School 14.Small group Instruction / literacy intervention

85. Upper Level Floor plan 1.First Grade 2.Extended instructional environment / collaborative learning 3.Special Education 4.Green roof / outdoor classroom 5.Small group instruction / literacy intervention 6.Roof below 7.Open to below

86. Lower Level Floor plan 1.First Grade 2.Extended instructional environment / collaborative learning 3.Special Education 4.Work room 5.MEP 6.Existing Middle School 7.Small group instruction / literacy intervention 8.Tree house classroom