K-12 School Projects:
Snohomish School District - Snohomish, Washington
2012 Project of Distinction, Council of Educational Facility Planners International (CEFPI), World Congress on Educational Environments
2012 James D. MacConnell Award Finalist, Council of Educational Facility Planners International (CEFPI), with Riverview Elementary
2012 Civic Design Merit Award, AIA Washington Council
2012 What Makes It Green Award, AIA Seattle
2012 Grand Award, Learning By Design
2010 WAN Education Award Longlist of Top 25 Unbuilt Projects, World Architecture News
Machias Elementary School in Snohomish, Washington, is one of a half dozen schools featured in Architectural Record’s January 2012 feature on Schools of the 21st Century.
Read moreThe new Machias Elementary School showcases the community's heritage through an exploration and expansion of its rural identity, which was accomplished by: A connection to the land: The school is oriented with all classroom neighborhoods facing the woods. An open playfield in front of the school replicates historic rural development patterns in which the farmhouse is located behind the fields. Frugality, the use of materials at hand: Curved beams salvaged from the original school are reused as arching columns, generating a curvilinear form reminiscent of your grandfather’s barn. The circulation and communal learning spaces such as the library, interdisciplinary learning lab, and resource classroom reside within the building's free-flowing core. Self Sufficiency and Independence: A super-insulated building envelope with triple-glazed windows and spray-foam wall insulation, ground-loop heat exchangers, and a 100Kw photovoltaic array estimated to generate enough electricity for approximately 18% of the building’s energy needs are a significant start toward independence. No fossil fuels are used to operate a building estimated to use 39% of the energy of a typical school building.
Spokane Public Schools, Spokane, Washington
2011 Merit Award, City of Spokane Mayor's Urban Design Awards
2011 Honorable Mention, Learning by Design
With its renovation, Shadle Park High School's international style of architecture has been carefully preserved and modestly reinterpreted. Library, Commons, and gym additions redefine the overall balance of masses without changing the original character. The energy-inefficient glass skin of the existing building was replaced with a new thermal-insulated glass curtainwall skin—faithful to the original window modules and grid patterns. Thus, Shadle Park High School retains its streamlined simplicity, affectionately known as the "glass palace."
A primary challenge was redefining Shadle's main entries that were located along a major arterial, creating a dangerous mixture of students and vehicular traffic. In response, the entry was repositioned on the opposite side of the building, signaled by a glass lighthouse that invites entry along a new promenade with grand views of the adjacent park. It leads visitors to the cultural heart of the school —the Commons — which also serves as a lobby for gymnasium and auditorium events.
Interior spaces were completely renovated. Instructional areas organized around exterior courtyards were shifted to accommodate multiple educational delivery methods. The Commons, main office, food service, library and fitness/athletic spaces were reorganized to facilitate student activities and interaction while increasing space and convenience for public events.
Snohomish School District - Snohomish, Washington
2012 Project of Distinction, Council of Educational Facility Planners International (CEFPI), World Congress on Educational Environments
2012 James D. MacConnell Award Finalist, Council of Educational Facility Planners International (CEFPI), with Machias Elementary
2012 Merit Award, Council of Educational Facility Planners International (CEFPI) Pacific Northwest Region
2012 Grand Award, Learning By Design
2012 Civic Design Citation Award, AIA Washington Council
2012 Citation Award, AIA Committee on Architecture for Education (CAE)
2012 Grand Prize, National School Boards Association(NSBA) Exhibition of School Architecture
Riverview Elementary School is conceived as a “community-school-in-the-park.” The hilltop plateau has views of the Olympic Mountains to the west, to Mt. Baker to the north, and territorial views to the southwest. A wetland and stream on the east side of the property create opportunities for student learning and create a natural, park-like setting along this portion of the site. The site is designed to link both visitors and everyday occupants of the school to the park-like site in a variety of ways. The school consists of a series of neighborhoods that are all linked with a curving circulation area that terminates in the commons. Each neighborhood consists of 4 classrooms clustered around an open, shared learning area. The outdoor spaces between the neighborhoods connect the wetland buffer area into the heart of the school.
Riverview Elementary School replacement uses geothermal ground-source heating and cooling along with displacement ventilation for a highly efficient, high indoor air quality system that uses no fossil fuels on site. Building efficiency is improved due to a super insulated envelope. Riverview has a 100 kW of photovoltaic solar panel power generation. With the on-site photovoltaic energy generation (18% of total energy needed), the school will use approximately 39% of the energy of a typical school building. It is estimated to use 18kbtu/SF/yr.
Jefferson County Public Schools - Golden, Colorado
2008 CEFPI Rocky Mountain Chapter Peak Design Award for Outstanding New Construction
Golden High School occupies a very small site with a powerful geography and landscape. Designed to accommodate 1,250 students, the facility has two levels in the academic wing and one level in the commons, physical education, and auditorium wing. The school is actually two buildings designed in a U-shape around a courtyard. The ”L” shaped classrooms and administrative building enclose two sides of the courtyard. The third side is flanked by the public areas of the building, which includes the cafeteria, auditorium, and gymnasium. The fourth lies open to the north and receives a dramatic view of South Table Mountain. This opening forms the main entrance to the building. All of the classrooms take advantage of daylighting techniques, which aids student learning as well as decreasing operational costs. The courtyard was designed to retain a number of mature trees. The library lies at the heart of the building at the end of the long axis of courtyard and quad.
Cheney Public Schools - Cheney, Washington
NAC| Architecture successfully designed two new middle schools on distinctly different sites with nearly identical prototype floor plans at the request of Cheney Public Schools. The new Cheney Middle School is a replacement school strategically positioned to allow continued use of the old building during construction. The school also provides a new and exciting street presence appropriate to its suburban site, which is sandwiched between a retail zone and a rapidly developing residential neighborhood. In contrast, the new Westwood Middle School is co-located with the existing Windsor Elementary on its 40-acre, rural, ponderosa pine-wooded site surrounded by small farms. The resulting design is a blend of pitched roof lines that relate to the adjacent residential and farm contexts with a contemporary palette of exposed steel structure, metal panel and ground-face concrete block masonry. The color palette differs between the two buildings so that each has a unique visual identity and appropriate relationship to its context. The floor plan features three splaying wings that radiate from the commons space for visual supervision and to create grade level neighborhoods within each wing. Athletic and performing arts spaces form a fourth wing backing up to the stage, which is focused on the commons. Daylighting is prominent throughout the interior, and sunshades are customized to each plan as each prototype is sited with a different compass orientation. Sustainable, low water-use plantings are set into hardscape landscaping elements in a pattern radiating from the commons space. This reinforces the interior building diagram and gives order to the siting of the building and its relationship to exterior functions such as entry, parking, bus drop and service. The total building area for each school is 110,705 square feet. Each includes 21 mainstream classrooms; three project rooms with adjacent common areas; three science classrooms; band and choral suites; two resource rooms with a separate, self-contained suite and associated support spaces; a library/media center; two separate gymnasiums with adjacent locker facilities and wrestling room; and various educational and building support facilities.
Deer Park District, Deer Park, Washington
2011 Citation of Excellence, Learning by Design
The modernization of Deer Park High School completely redefines the existing facility. The original school was an odd combination of low classroom wings at various angles crashing into warehouse-like concrete block boxes. Hipped roofs that compressed the classroom wings have been raised at the ends and at feature locations, creating dynamic daylight-filled interior spaces. Existing freestanding buildings and new additions have been inter-connected with glass tube corridors that surround new outdoor courtyards utilized for academic activities. Sleek metal panels and ground-face masonry have been layered with the existing concrete block creating a refined modern character. The result is a unified single structure that has a campus-like aesthetic with varied rooflines and volumes nestled within the landscape.
The fundamental organization of the new plan creates an academic zone (with the general and specialized classroom spaces) and a public zone (with the gymnasiums and performing arts spaces) that have been joined by the new commons. Internal circulation has been redesigned to eliminate the congestion for students that had plagued the school for years. The building masses form two new exterior plazas which serve as the main academic entry and the primary events entry- both leading directly to the new commons.
Oak Harbor School District - Oak Harbor, Washington
2011 Crow Island School Citation, American School and University Educational Interiors Showcase
Oak Harbor High School is the only public school for the small Whidbey Island community in Puget Sound and desperately needed modernizing. The original school was characterized by very narrow corridors, classrooms without windows, and roofs without sufficient drainage. The redesigned campus focused on bringing daylight to all classrooms, widening corridors, updating technology, and consolidating the school into three buildings. The design includes a displacement mechanical ventilation system, extensive daylighting, and employs other green building practices such as infiltration gardens and recycling of existing building components.
Los Angeles Unified School District, Los Angeles, California
2008 Award of Honor - Project-in-Design, Coalition for Adequate School Housing
The Gratts Primary Center and Early Education Center is a joint-use project partnering with A Community of Friends, who provides low-income housing immediately adjacent to the school. It will be located near downtown Los Angeles, north of 5th Street between Lucas and Hartford. The project is intended as an expansion of the existing Gratts Elementary School immediately to the north. Programmed at 32,761 square feet with 1.4 acres of play area, the Primary Center provides facilities for 380 students. The Early Education Center will be a state-licensed daycare facility, designed to serve 176 pre-school and early-school-age children. The Early Education Center is programmed at 12,620 square feet and provides 13,000 square feet of outdoor play area for students. With a 40-degree slope from north to south on the 2.31-acre site, the project makes innovative use of multiple levels to create varied play spaces, including a protected play area on the roof of the parking structure for the kindergarten students. Play space is also provided atop the lunch shelter to increase the amount of area available. After-school access to the site by the local Boys & Girls Club is provided at the shared property line. This project was designed based on principles of California High Performance Schools with sustainable principles such as orientation, natural lighting, sustainable materials, and energy-efficient systems.
Bellevue School District, Bellevue, Washington
2012 Outstanding Design, American School & University Educational Interiors Showcase
2012 Civic Design Citation Award, AIA Washington Council
2012 Design Excellence, AIA Committee on Architecture for Education (CAE)
2011 Grand Prize, Learning By Design
2011 Citation, National School Boards Association (NSBA) Exhibition of School Architecture
The culture that exists at Ardmore Elementary School clearly places high value on strong collaboration within each grade level and a strong sense of community throughout the school. The design carefully responds to these values by creating clusters of classrooms per grade level that open onto a shared work area. Each cluster and shared space is separate from the main hallway to reduce disruption in the clusters while maximizing the collaboration that can occur in a cluster. The library is a two-story space in the middle of the school with glass walls and large openings to the hallway – recreating a transparent center of the school to allow for connectedness and to support a strong sense of community.
Tacoma Public Schools, Tacoma, Washington
2008 International Design Award in Architecture, Third Place - Institutional Design, International Design Awards (IDA)
2008 Citation of Excellence, Learning By Design
2008 Judge's Choice Award, IEQ: Visual, Acoustical, Thermal, Air Quality, School Planning & Management Magazine Green Design Awards.
"Integrated Design Planning Is Key to a Healthy Classroom" by Guy OvermanIn this comprehensive replacement and modernization project, a new three-story building replaced four existing buildings and eight portables, helping consolidate the campus with a compact centralized facility. The site area of the demolished buildings was redeveloped to provide landscaped areas, plazas and parking. The new building houses 25 general classrooms, nine science classrooms, six computer labs, a therapeutic learning center, a library, and administration and guidance centers. 85,700 square feet of instructional space was replaced, and 9,500 square feet of new space was added. To create this high-performance facility, the design team incorporated sustainable features into a fully integrated system that involves the building envelope; siting; layout; materials; and mechanical, electrical and control systems. Exterior sunshades and louvers provide high-quality daylighting and reduce solar heat gain to the interior. Photo-sensitive control of the indirect/direct classroom lighting reduces electricity usage and heat loads. One- and two-story light shafts extend light to the rear of the classrooms and also conduct warm return air to the rooftop mechanical penthouse via fan-assisted natural convection. A displacement ventilation system – the first installed in a Washington high school – provides 100% outside air to the building, maximizing indoor air quality.
Lake Stevens School District, Lake Stevens, Washington
2009 Project of Distinction Award, Council of Educational Facilities Planners International (CEFPI)
2009 WAN Education Award Semifinalist, World Architecture News
2009 Honorable Mention, Learning By Design
2008 James D. MacConnell Award Finalist, CEFPI
The academic classrooms for Cavelero Mid High School are grouped into four personalized learning centers (PLCs), each serving 375 students, on two separate floors. In each center there are three 125-student learning groups for math, science, language, and social studies that surround a shared learning space, thereby encouraging integrated learning. These PLCs also contain support functions and flexible labs for applied arts and sciences. While this school is well-suited for integrated learning, it is adaptable to most any learning model. It is currently housing several departments in three wings and an alternative high school in the fourth wing. Flexibility was the crux of the planning theme since programs frequently change to meet the students` evolving educational needs in the workplace. These "small schools" within the larger learning environment foster active engagement between teachers and students, as well as create an intellectually stimulating learning community among students, who otherwise may feel lost in a school of 1,500 students.
Spokane Public Schools, Spokane, Washington
2010 Honor Award, Excellence in Masonry Design, Masonry Industry Promotion Group
2009 Mayor's Choice Award, City of Spokane Mayor's Urban Design Awards
John R. Rogers High School's original, historic 90,000-square-foot building was renovated and restored with a new 170,000-square-foot addition designed to complement the classic art deco design, providing a renewed, state-of-the-art high school and a revitalized community icon. Two large celebratory entrances on each side of the first-floor administration office and second-floor library clearly establish entrance points for students and visitors. A third entrance to the athletic center is easily seen as secondary to the main entrances. A new clock tower located near the student entrance to the commons is a beacon, clearly signaling the main school entrance. Daylighting and views were a major design element with nearly every classroom featuring windows, either to the outside of the building or into a courtyard contained within the building. Each room is equipped with lighting sensors that turn lights off after periods of inactivity.
Bellevue School District, Bellevue, Washington
2010 Civic Design Citation Award, American Institute of Architects Washington Council
2010 Citation of Excellence, Learning By Design (National Award)
2010 Citation, National School Boards Association Exhibition of School Architecture
The Eastgate Elementary School replacement explores conceptual and physical approaches to organizing space, positing an answer to the questions: What constitutes a school's unique experience? How is the building typology formalized? The project identifies and examines the aspects of daily school life that can provide a basis for reinterpretation of the early learning environment. The goal is to integrate architectural and site design to foster a variety of learning experiences. The reinterpretation of schools as a type occurs by exploring students' changing psychology and experiences and their relationship to a school's architectural spaces with the intent of stimulating learning in all its forms. Defining school as "a place to grow and learn, a place to connect with self, nature, and community," this project posits an architecture that instructs. It is architecture of alternating solid and void, abstraction and logic, and stimulation and experience. Circulating through the school, one experiences the constantly shifting relationship of outside and inside, of prospect and refuge. The courtyards provide exterior instruction convenient to all learning areas. The building volumes open to the exterior, allowing daylighting throughout the school. Exterior finish textures comprise a system of scale, eliciting responses at different distances to approach, engage or touch.
West Valley School District, Spokane, Washington
2008 Robert Fraser Excellence in Masonry Design Award, Masonry Industry Promotion Group
Designed to be a dramatic transformation of the existing school – originally built in 1957 and added to in 1961 and 1988 – the exterior design features a contemporary, cohesive façade, eliminating the visual hodgepodge created by additions of various vintages. A key element of the design is a new main entrance at the southwest corner, clearly identifying the school's primary entry. The carved-granite archway of the original West Valley High School is prominently positioned in the two-story glass lobby and visible from the building's exterior. A new 1,865-seat main-events gymnasium was added with a fitness area overlooking the athletic fields above the lockers adjacent to the gym. The new library serves as a strong architectural focus in the center of the building near the existing theater with its 150-seat addition. In the interior, the new commons/cafeteria emerges as a striking centerpiece of the high school visible from the diagonal entry. With an enclosed courtyard outside, the space serves as the social center for students and an after-hours meeting space for the community.
Tacoma School District - Tacoma, Washington
2011 Grand Prize, Learning By Design
The project arose from the need to merge two smaller schools into a new facility. It is based on the design of Giaudrone Middle School, a project opened in 2003, and known for its use of natural lighting to improve the quality of teaching spaces. Through interviews with district staff and close coordination with the design team, NAC|Architecture and the District modified the prototype to best fit this site. The layout places the commons as the core of the school with three two-story classroom neighborhoods feeding off the central spine, separating the academic wings from the activity areas. At the entries, large windows and projecting canopies create an open and inviting feeling, while at the same time providing supervision and security.
Snohomish School District, Snohomish, Washington
2011 Honor Award, AIA Pacific Northwest Region, as Cathcart Site with Little Cedars Elementary School
2010 Gold Citation, American School & University Educational Interiors Showcase
2010 Civic Design Merit Award, American Institute of Architects Washington Council, as Cathcart Site with Little Cedars Elementary School
2010 Award of Excellence, American Institute of Architects Committee on Architecture for Education, as Cathcart Site with Little Cedars Elementary School
The Cathcart Site is a steeply sloped site comprised of 70 acres in a rural/suburban zone of the county. The site was conceived to house two schools – a high school and an elementary school. The buildings of the two schools are located close to each other so they can share event parking, the high school's auditorium and other site facilities. Their proximity also allows high school students in certain programs to monitor elementary students, thus building community on the site. Originally a second-growth forest, the Cathcart site overlooks a valley with spectacular views to the Cascade Mountains to the east. The design concept was shaped by a desire to do justice to the former and remaining site character, interpret its memory, and imbue the new experience with a rich and varied relation to nature. Integration of the site's memory should hopefully raise students' and the community's awareness of the fragility and importance of our natural habitat. Despite the extensive man-made site interventions, including fields, parking, and 310,000 square feet of buildings, individuals continuously find themselves relating to the surrounding nature in many different ways. The "mythical" distant views are constantly rediscovered as one circulates through the site and buildings; a tactile sense of landscape can be felt as one passes by numerous rain gardens. The project design focuses on the experiential quality of architecture as an essential ingredient for meaningful learning and growing.
Moses Lake School District - Moses Lake, Washington
Park Orchard Elementary is a new 46,851 square-foot school on a 10.6 acre site adjacent to a City of Moses Lake public park. The two sites were designed in collaboration to complement one another in order to achieve economy for both organizations. A third partner is the Boys and Girls Club of the Columbia Basin for whom a separate building has been designed to sit next to and match the school building’s character. By locating the two facilities on the same site, the school district and club are able to share resources that will provide tremendous value to the Moses Lake community at significant cost savings. Visual cues were taken from the rocky basalt outcroppings ringing the lake as well as from the tapestry of crop circles that edge up to the lake in order to derive the building aesthetic. This is manifested in roof form, concrete seat walls, paving and flooring patterns, interior soffits, and interior and exterior material compositions and color selections.
Spokane Public Schools, Spokane, Washington
2005-2006 Citation, American Institute of Architects (AIA)/Committee on Architecture for Education
2003 Citation of Excellence, Learning By Design
2002 Award of Merit, AIA/Spokane
Northwest Education-"Building on the Past, An historic school in Spokane emphasizes leadership and advocacy"National Clearinghouse for Educational Facilities - Historic Neighborhood Schools Deliver 21st Century EducationsLewis and Clark discovers advanced communicationsBuilt in 1912, Lewis and Clark High School had not undergone any major improvements to its historic main building in over 80 years until this comprehensive modernization and major addition was undertaken. The finished 316,000-square-foot school includes a total modernization and restoration of the main building, including repair of the exterior brick and terra cotta facade and replacement of the wood sash windows. A 12-classroom addition to the main building blends seamlessly with the existing architecture. Featuring a contemporary design, the addition, with its brick and precast-concrete facade, evokes images of the original building. Inside the renovated structure, the auditorium has been restored to its original grandeur and all classrooms have been entirely reconfigured and updated with the latest technology for fiber-optic telecommunications and mechanical systems, flawlessly integrated into the building. The sensitive restoration extends to the historic wood panel doors, marble stairs and partitions, and terrazzo floors, which were refurbished and reinstalled. A new building containing an events field house and athletic complex, band and choir facilities, and underground parking is linked by a pedestrian sky bridge to the modernized older structure. The new building was designed as a contemporary interpretation of the traditional academic style - complementing the original building with its massing, materials and details - yet is restrained and subdued, paying respect to the splendor of the original refurbished building. Off-site amenities include a renovated athletic facility, complete with locker rooms, located at an existing athletic field complex.
Lake Washington School District, Kirkland, Washington
2006 Citation Award, Learning By Design
2005 Project of Distinction Award, CEFPI
Building masses are organized along two axes - a north-south circulation spine and a "transparent" entry and view axis. At the center is the symbolic heart of the school, the library. A secondary "transparent" axis formed by the angled entry colonnade and commons bisects the library, establishing the entry and emphasizing the connection to and view of the play fields and adjacent Crestwoods Park. As part of an arts focus program, the upper portion of the library's cylindrical form is a student gallery intended for informal gathering and display of student art. Similar classroom wings flank the library, creating a courtyard for use as an entry and outdoor studio for the adjacent art classroom. These wings reduce the apparent mass of the building while supporting a smaller, nurturing environment or "house" concept of learning.
Spokane Public Schools, Spokane, Washington
2008 Citation of Excellence, Learning By Design
The Gymnasium, Health and Fitness Complex is the first phase of a two-phase redevelopment of the entire Ferris campus. Designed as an addition to Ferris High School, the 54,000-square-foot facility includes a new main-events gymnasium with a 1,775-spectator capacity on the main floor. The public lobby, spectator entrance, concessions, ticketing and restrooms are located at the northeast corner of the main gym. A 200-seat auxiliary gym is located adjacent to the main gym with the fitness center, weight room and multipurpose mat/wrestling room located on the east side of both gyms. This gym provides a second fitness teaching station, as well as a competition venue for freshman/JV basketball and volleyball tournaments. Positioned for easy access and potential use by the public, a weight room and fitness room are provided on the east side of the gyms with access from the main lobby and spectator entry space. A multipurpose mat/wrestling room is located south of the weight and fitness rooms for easy student access to P.E. classes there, as well as convenient access to the main-events gym for wrestling matches. Locker rooms for boys and girls are located on the west side of the main gym.
Snohomish School District, Snohomish, Washington
2011 Honor Award, AIA Pacific Northwest Region, as Cathcart Site with Glacier Peak High School
2010 Civic Design Merit Award, American Institute of Architects Washington Council, as Cathcart Site with Glacier Peak High School
2010 Award of Excellence, American Institute of Architects Committee on Architecture for Education (National Award), as Cathcart Site with Glacier Peak High School
2009 Citation of Excellence, Learning By Design
The goal was to create a physical environment that accommodates the variety of ways students learn through both indoor and outdoor spaces that are flexible, engaging, and spark curiosity and exploration. The dynamic experiences in and under the bridges and in the terraced courtyard lend themselves to experimentation and a multiplicity of uses by small and large groups. For example, the outdoor amphitheatre can be used for a teaching arena, a student performance venue, an outdoor learning area, or a place for play. The Snohomish community highly values the natural setting of the site and the ability to enjoy the outdoors. The school is conceived as two wings connected by two bridges spanning a terraced, natural courtyard. A mechanical basement carved into the slope efficiently facilitates the displacement ventilation system that provides 100% fresh air at floor level to all classrooms. With a clear view of Mount Baker from the library and views to the surrounding forests throughout the school, nature is constantly present. These expansive views bring the outside in, allowing a constant connection to natural cycles. The forested edges of the site serve as quiet backdrops for the library and the small group spaces adjacent the classrooms.
Bethel School District, Graham, Washington
The form of this 180,000-square-foot building is Northwest in character, using a low, sloped roof with deep overhangs, exposed structural members, strong horizontal lines, and exploitation of the often limited natural light. This approach seemed fitting for the typically suburban and semi-rural character of the surrounding community. Bethel School District selected a learning model that places science in a department with three learning center "houses" for language arts, math, computer skills and social studies for 1,250 students in grades 10 through 12. All houses contain teachers' offices and a conference area, with center commons spaces for joint activities. Two circulation axes converge at the two-story community union space. The administration and counseling areas are circular forms at the focus of the circulation axes. The library is directly above and convenient to the houses. The building also contains a 400-seat auditorium and a 2,000-seat main gymnasium.
Mead School District , Spokane, Washington
The new 115,260-square-foot Mountainside Middle School houses 17 mainstream classrooms; two 'options' classrooms; six science classrooms; an art room; band and choral suites; three resource rooms with separate DLC suite and support spaces; a library/media center; two separate gymnasiums with adjacent locker facilities, fitness room, weight room, and wrestling/climbing room; industrial technology shop and classroom; and various educational and building support facilities. Natural buffers of trees and vegetation line the entire east and west sides of the site. The building sets back approximately 350 feet from the road, which allows for landscaping and visual relief from vehicle traffic. Outside site improvements include an eight-lane track with a football/soccer field contained within, two baseball fields, two softball diamonds, shot-put area, and a full-size soccer/P.E. field. The site includes a dedicated bus loading lane with a separate area for DLC buses, a separate lane for student drop off/pick-up, and parking for 300 cars to accommodate event parking.
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