Over the past decades, the delivery of K-5 education has changed significantly. Spaces to accommodate new instructional methodologies are being incorporated into the design of a new school.
Larger classrooms that align with MSBA’s recommended size will enable teachers to provide more differentiated learning activities and to group students flexibly to promote their engagement. The larger classrooms will also accommodate the space-intensive FOSS science curriculum and the classroom libraries that are essential to the district’s integrated approach to literacy and social studies.
The new school will include physical accessibility of all spaces and equipment, complementing the teachers’ use of universal design for learning strategies that provide access to the curriculum for all students. Other features will include spaces for teacher collaboration, classroom furnishings that allow for flexible use—particularly for project-based learning and team teaching, venues to display student work, two maker spaces to promote authentic learning, and school-wide integration of technology.
To support the development of smaller learning communities , each grade’s classrooms (K-5) will cluster around its own Neighborhood Commons. Each commons will be furnished with comfortable seating and tables that students can re-arrange during the day to fit their needs for collaborative work. This Neighborhood Commons approach will ensure that students are known well by a number of peers and adults who work closely with them, thereby supporting social-emotional growth. The Commons will also promote students’ development of independence and self-directed learning. This design element is similar to the one implemented at Bancroft Elementary school.
The BRIDGE program for students on the autism spectrum will have large classrooms, each with a bathroom and adjacent breakout area. A separate sensory room will be provided. All classrooms will have special attention to lighting, color, auditory conditions, visual distractions, and safety factors.
Spaces dedicated to specific purposes will include an expanded medical suite; a multipurpose room and a technology-supported fitness room, both equipped for PE; a literacy suite for reading intervention; and rooms for speech, occupational, physical, and behavior therapy. There will also be a number of small instruction areas, plus offices for psychologists, social workers, coaches and others whose services require confidentiality. Finally, the proposed West Elementary will feature a staffed Family Resource Center to help connect families with resources in the school and community.
The enlarged and appropriately outfitted facility will reduce the inordinate amount of time that administrators must now devote each day to juggling the schedule and room assignments for itinerant support staff and special activities. As proposed, the new school will also have enhanced security features such as electronic door monitoring and door locks.
By physically co-locating the PreK program and the West K-5 facility, the transition of preschool BRIDGE students to West will be smoother and more effective. Staff from both programs, especially teachers and therapists, will have opportunities to confer with each other and observe each other’s classrooms to ensure that each student entering West is provided with the necessary supports from day one. The provision of instruction and related services for these children with extensive needs can become seamless from preschool to elementary school. In addition, the delivery of services by itinerant staff will be made more efficient by the programs’ physical proximity.