TABLE OF CONTENTS

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I Executive Summary / Approvals E
II Participants
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III Project Description
A. Charter School Goals / Pedagogy 5
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B. Description of Existing Facilities 6
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Overview of Conceptual Design Process
Space - Needs Matrix and Programming Data
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8 - 14
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E. Summary of Design Charrette 15 - 22 O
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IV Design Summaries
A. Program Solution Narrative 23 - 25
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B. Probable Cost of Construction 26 E
V Supporting Documents
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A. Memorandum of Deficiencies (SVA) 27 - 29 T
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Existing Campus Photographs
Key School Building Committee Meeting Notes
30 - 31
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VI Project Representations ... I - VI
A. Existing Aerial Image (2008) I
B. Proposed Site Plan (Phased) II
C. Rendering, Interior Space III
D. Rendering, ‘Primary’ Courtyard IV
E. Rendering, ‘Secondary’ Courtyard V
F. Rendering, Outdoor Learning Environment VI

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 EXECUTIVE SUMMARY / APPROVALS I
Executive Summary and Program Statement Approval

Albuquerque Public Schools (APS) has committed to provide a permanent facility for the South Valley Academy
(SVA) which meets applicable District / State of New Mexico planning and adequacy standards. The school
serves an economically disadvantaged community (Albuquerque’s South Valley) with historically low levels of
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educational attainment. 98.6% of the school’s students currently qualify for a “free or reduced lunch” as per Dis- X
trict Standards. As a rigorous college preparatory academy, SVA offers a vital service to this community, and has
been identified by the District as one of the first six ‘pilot’ charter schools to undergo this conceptual programming E
and design process. C
The South Valley Academy campus presently consists of sixteen acres, of which the school owns four acres U
and leases the remaining twelve with an option to purchase. SVA has constructed two permanent structures on
this site: a multipurpose building / kitchen and a block of three classrooms. The school’s remaining functions are
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housed in portable buildings which spill outward into a central courtyard / plaza and the surrounding landscape. I
The conceptual design under consideration proposes to maintain the existing permanent construction and to
reconfigure a portion of the 16-acre parcel to serve the school’s programmatic and functional needs. V
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The reconfigured campus is intended to accommodate 235 students in grades 9 thru 12, and is designed such
that construction may occur while the existing facility remains in operation / with minimal reconfiguration of the
portable buildings. Existing prominent landscape elements (old growth trees, acequias, etc.) with important con-
nections to the rural history / culture of the surrounding area are treated as “anchor points” for the design and are
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left undisturbed. The school’s main outdoor assembly area is configured to allow for the potential addition of a 180 U
student middle school at a future date.
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The intent for this project is to meet or exceed the requirements of USGBC Leadership in Energy and Environ- M
mental Design (LEED) “Silver” certification for schools.
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The South Valley Academy Pre-Program Statement Booklet is submitted for your review and approval. Please
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submit any comments or change / modification requests within three weeks of confirmed receipt of this document. Y
If no action items are received by the Design Team during this period, this constitutes the completion of the Con-
ceptual Programming Phase of this project.
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 PARTICIPANTS II
APS District Leadership, July 2009

Superintendent: Winston Brooks

Chief Academic Officer:
Chief Operations Officer:
Linda Sink
Dr. Brad Winter
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Associate Superintendent for Middle Education: Tim E. Garcia A
Associate Superintendent for Elementary Education: Diane Kerschen
Raquel Reedy R
Associate Superintendent for Secondary Education: Eddie Soto T
APS Board Members, July 2009 I
President: Martin Esquivel
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Vice President: Paula Maes I
Secretary:
Director of Board Services:
Dolores Griego
Brenda Yager P
Board & Constituent Services Specialist: Jamey Rickman A
Executive Administrative Assistant: Jeannie Chavez
Board Member: Robert D. Lucero N
Board Member:
Board Member:
Lorenzo L. Garcia
David L. Robbins
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Board Member: David Eugene Peercy S
APS / SVA Participants

Facilities Planning and Construction: Karen Alarid, Director

Roldan Pasion, Staff Architect

School Building Committee: Kata Sandoval-Tonini, Prinicpal

Alan Marks
Richard Brandt
Jenny Hollis
Alicia Lueras Maldonado
Julie Radoslovich
Dawn Stracener
Justin Trager
Hector Anchondo, Student
Luis Torres, Student
Omar Torres, Student

Design Team

Architect: Design Plus, LLC

Rupal S. Engineer, AIA
Manny Juarez, Project Mgr.
Joshua Arnold, Intern

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 PROJECT DESCRIPTION III
Charter School Goals and Pedagogy A
(Extracted from disparate sections of the South Valley Academy
Charter Renewal Document, 2009)
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South Valley Academy (SVA) prepares young people to become
lifelong learners in a small school setting, based on high academic H
standards for all, individual appreciation for each student and
teacher, a culture of trust, respect for the diverse traditions of New
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Mexico, and involvement of family and community. O
SVA opened in August 2000 with 70 ninth-grade students from the
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South Valley, six teachers, and a Service Learning coordinator.
Each year another grade was added until we reached grades 9-12.
Our target goal for grades 9-12 is 235 students. By the year 2014- G
2015 we will serve grades 6-12 with a total population not to exceed O
435.
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The school draws its student population largely from Albuquerque’s
South Valley as well as its immediate surrounding communities.
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SVA is a college preparatory school designed to prepare first- S
generation, college-bound students for post secondary education.
SVA believes that every student, regardless of financial resources, ethnic background, or documented status has
a right to a quality education. SVA has developed a practice that works to counter the suppression of communities &
who have traditionally been underrepresented in college.

Classes are frequently linked thematically and taught by a professional staff which also drives the Staff Council
and performs many of the administrative functions of the school. The main concept of SVA is to keep the size
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small so that everyone knows each other and works together as a family. The administration’s experience shows E
that small equates with student success. The school also uses the community as a classroom and invites the
community to participate actively in the school.
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SVA believes in embracing its diverse traditions. The school has high standards of respect for all community
members, high academic standards for everyone, and a real belief that each student has his or her own personal G
learning style which the school will support. The Governing Council consists of at least three (3) members from O
the community who reside in the APS District.
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Students study a core curriculum in Humanities, Math, Science, and Service Learning, with communication and
study skills integrated across all domains. These classes are developed collaboratively and have a teacher-
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student ratio of approximately 1:20. The content standards of each domain are broad descriptions of the
knowledge and skills students will acquire and are based on the state board of education’s educational standards.
The student performance standards are specific to the mission and goals of the school.

Nearly every adult in the school participates in Advisory, in which an adult becomes an advocate for the student
and a trusted link to the family. The advisor also deals with advisee discipline issues. In Advisory a student creates
a student-developed personal learning plan for success with his or her own individual goals for academic growth.
The advisor and the school commit to helping each student meet his or her goals on an ongoing basis.

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 PROJECT DESCRIPTION III
Description of Existing Facilities B
The South Valley Academy (SVA) is located on sixteen acres in the ‘South Valley’ of Albuquerque, New Mexico.
SVA has constructed two permanent structures on this site: a multipurpose building / kitchen / physical education
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facility and a block of three classrooms. SVA proposes to add a Performing Arts Center and Lecture Hall X
immediately adjacent to the permanent classroom block as part of this conceptual design package (no suitable
facility currently exists). The remainder of the school’s existing functions are housed in portable structures I
and spill outward into a semi-circular courtyard / plaza and the surrounding landscape. This courtyard is the
conceptual and literal ‘heart’ of the school, and is important to retain in its present location / general configuration
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for use by the SVA community. Partial landscaping and site furniture is existing in this area, but requires T
replacement and/or upgrade as part of this scope.
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The Albuquerque ‘South Valley’ has an agricultural character / history that SVA wishes to recognize and N
incorporate into a rigorous, college-preparatory environment. The existing campus retains historical infrastructure
(irrigation channels, old-growth trees, water rights, etc.) related to this history; these elements are highlighted and G
utilized to support outdoor learning laboratories (i.e. a wetland area) in the proposed design.

SVA is largely ‘open-land’, and has limited shelter from the elements (particularly sunshine). The addition of F
shaded and sheltered social spaces to connect disparate buildings and educational areas was cited as a primary
concern by administrators and students. This includes the school’s playing field / secondary parking area, which
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is mostly disconnected from the existing campus layout, and is also difficult to supervise. In general, Building C
Committee participants expressed a desire for the campus to support and maximize usage of all areas during
school hours.
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Refer to attached ‘Memorandum of Existing Deficiencies’ for additional details regarding the existing facility.
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 PROJECT DESCRIPTION III
Overview of Conceptual Design Process C
The design process implemented for this project was divided
into four phases: collection of design parameters, establishment
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of spatial relationships, conceptual design / site planning, and V
final presentation. Each phase is intended to result in a unique
“deliverable” which [a] summarizes the spatial needs of the school E
in a quantifiable manner; [b] serves as a generative tool for
further progression; and [c] forms a portion of the final conceptual
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design package. All project stakeholders were involved in mutual V
interaction, feedback, and design during each phase; refer to
diagrams at right for further elaboration of these processes vis-à-vis
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project milestones. E
The first phase of our approach was to gather project parameters W
and generate a space-needs assessment (matrix) for the school
in relation to established State of New Mexico and Albuquerque
Public Schools planning/assessment parameters. Interaction with O
the Design Committee consisted of an assessment of the existing
school facilities and focus group meetings targeted to identify
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specialized programmatic needs. The South Valley Academy
(SVA) is a highly unique institution, and as such required focus
meetings with a wide variety of stakeholders to compile thorough
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programmatic requirements. E
Diagram 1: Stakeholder Involvement
After compilation of initial parameters, the Design Team conducted and Design Paradigm S
a guided charrette (phase two) in which members of the school
community were asked to diagram their conceptual ideas for a new
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campus and associated facilities in an architectural (i.e. planimetric G
/ sectional / 3-D) format. Spatial adjacencies and priorities were of
key importance during the charrette; the collective ideas expressed
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by the committee were ultimately distilled by the Design Team into
a diagram of required proximities and associated priorities, and the
space-needs assessment matrix was updated. This diagram was P
reviewed with the Design Committee and revised as necessary. R
The final phase of the design process constitutes the generation O
of conceptual design materials (rendered site plan, elevations,
vignettes) in conjunction with the Design Committee, and the
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preparation of a final marketing package / program booklet for E
use during the funding, site selection, program justification, and
subsequent design phases. The conceptual site plan and related
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materials essentially constitute an architectural diagram of the S
collective proximities and space-needs data compiled during the
initial phases of this process. Programmatic data was translated
onto the existing site (at which the school is to remain), and the
overall project ‘tare’ factor was adjusted accordingly. Architectural Diagram 2: Committee Process and
rendering techniques are utilized to express the school’s desired General Scheduling
“sense of place” and to articulate the intertwined relationship
between indoor-courtyard-outdoor spaces in tangible, material form.

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 PROJECT DESCRIPTION III
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The Design Team compiled a
comprehensive Space-Needs
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Assessment Matrix for the South G
Valley Academy in relation
to specific school needs and R
established PSFA and APS A
planning criteria. This document
served as a basis for conceptual M
charrettes, and was ultimately
verified and updated relative to
Design Plus’ final conceptual M
design drawings.
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The matrix provides a detail- T
summary of existing and /
or reconfigured areas and R
new spaces / square footage
required.
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 PROJECT DESCRIPTION III
Summary of Design Charrette E
A guided charrette was conducted with Design Committee members on August 13, 2008. Groups of committee
members were asked to diagram their general ideas for the new school facility (or parts thereof) in spatial / parti
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form. The finished diagrams were presented to the entire group for review, comment, and discussion. U
General consensus existed that the new campus should maintain important / established characteristics of the M
existing site, including (a) the large community plaza along the southern property boundary; (b) the general
configuration of the playing field; (c) attachment(s) to the existing community acequia system; and (d) the
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educational and historical qualities of the surrounding site, including old-growth trees and outdoor learning areas. A
A primary concern of both students and faculty was that outdoor walkways and public spaces / plazas need
adequate shade / environmental protection, and should have a definitive and functional (i.e. from an educational
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standpoint) relationship to interior spaces. Y
The following pages contain scans of each document generated during the conceptual design charrette, along
with an associated explanation / descriptive text. An image of the existing site plan is included for reference. O
Left: Working photographs F
from conceptual design
charrette conducted at SVA
on August 13, 2008. D
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 PROJECT DESCRIPTION III
Summary of Design Charrette E
Description of Existing Campus:
The school’s existing campus consists of sixteen acres off Coors Boulevard SW in Albuquerque, New Mexico.
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The site is bounded by irrigation channels on the east and west, and by Blake Road (main access point) on U
the north. Existing permanent facilities consist of a multipurpose building / kitchen, a Performing Arts Center
which is currently under construction, an ‘Outdoor School Commons’ and an existing playing field (both outdoor M
areas to be upgraded / reconfigured as part of this scope). The northeast portion of the site is presently used for
agricultural purposes (the ‘Dragon Farm’), an area that is under consideration for reconfiguration as part of this
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scope. The existing parking lot and access road along the west edge of the site is a constraint which must be A
maintained. Refer to Project Representation VI-A for a larger-scale version of the aerial image presented here.
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Diagram of existing facilities / spaces at South Valley Academy

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 PROJECT DESCRIPTION III
Summary of Design Charrette E
Diagram #1:
Build-out the main portion of the school at the north end of the site. Provide new buildings to accommodate
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administrative functions (at the gateway to the site), the English/History programs, the school’s library, and U
Elective / Service Learning programs. Provide three science classrooms and a ‘farm kitchen’ in close proximity to
the Dragon Farm area. Delete the existing intermediate access road (as per Mr. Marks) and create a connective M
artery between the north and south campus areas. There is a possibility for an access / drop-off area near this
location. Create a public amphitheater in the area of the school’s existing quad. Expand the parking lot at the
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southeast corner of the site as necessary to accommodate APS standards and the school’s needs. A
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 PROJECT DESCRIPTION III
Summary of Design Charrette E
Diagram #2:
Create an outdoor amphitheater / public space in the area of the school’s existing quad. Design a new building
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mass (classrooms) with a public courtyard near the school’s main entrance off Blake Road as shown. Provide U
connectivity through and past the existing / future Lecture Hall (under construction) to tie the new building
together with the existing campus. The existing playing field shall remain as presently configured with site/seating M
upgrades. M
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 PROJECT DESCRIPTION III
Summary of Design Charrette E
Diagram #3:
Provide a new administration building and visitor parking near the school’s main entrance off Blake Road. Install
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an automatic gate along the main access road to protect the main parking lot. Provide a small intramural grass U
playing field with shade trees in the area of the school’s existing quad. Expand the size of the student parking
lot as necessary to meet APS standards and the school’s needs. Provide a small space for the school’s farm M
manager adjacent to the south end of the existing Dragon Farm. M
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 PROJECT DESCRIPTION III
Summary of Design Charrette E
Diagram #4:
Build-out the main portion of the school at the north end of the site. Provide new buildings to accommodate
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administrative functions (at the gateway to the site), the English/History programs, the school’s library, and U
Elective / Service Learning programs. Provide three science classrooms and a ‘farm kitchen’ in close proximity to
the Dragon Farm area. Delete the existing intermediate access road (as per Mr. Marks) and create a connective M
artery between the north and south campus areas. There is a possibility for an access / drop-off area near this
location. Create a public amphitheater in the area of the school’s existing quad. Expand the parking lot at the
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southeast corner of the site as necessary to accommodate APS standards and the school’s needs. A
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 PROJECT DESCRIPTION III
Summary of Design Charrette E
Diagram #5:
Provide a new administration area, staff lounge, and media lab near the school’s main entrance off Blake Road.
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Provide additional parking in this area as shown. House the school’s electives programs in the classrooms U
to be provided within Mr. Friedman’s new lecture hall (presently under construction). Provide a new History /
English / Math / Social Science cluster for the high school with a common courtyard / social space as shown. M
Reconfigure the Dragon Farm as necessary to accommodate the new building masses and explore the possibility
of integrating garden/farm elements into the interstitial spaces. Create a wetlands area and an educational
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laboratory as part of / in proximity to the Dragon Farm. A
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 PROJECT DESCRIPTION III
Summary of Design Charrette E
Diagram #6:
This is a formal attempt to integrate the school’s disparate conditions and elements into a cohesive and diverse
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structure. Two new large building masses are proposed – one in a ‘U’ shape and the other as a geometric U
connector element (high school) along the N-S and E-W axes of the site. Other elements – i.e. the science
classrooms & outdoor laboratories – are clustered as individual units in proximity to the Dragon Farm. Courtyards M
and open spaces (i.e. voids) are an important aspect of this overall approach. M
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 DESIGN SUMMARIES IV
Program Solution Narrative A
Notes:
• Refer to the ‘Proposed Site Plan’ included as item ‘B’ of the ‘Project Representations Section’ for a larger-
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scale graphical representation of the planning concepts discussed here. R
• Select portions of the academic/curriculum descriptions included with this narrative are extracted from the
South Valley Academy Charter Renewal Document, 2009. O
Overview
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South Valley Academy’s curriculum is conceptualized as a distributed network of key ‘subject cores’ which revolve R
around an advisory-family concept and specific grade-level requirements. Students assemble by grade-level as
a larger ‘family’ each week to track progress toward this end; a commons area has been provided in addition to
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flexible spaces such as the library / media center, existing multipurpose room, etc. to allow this function to occur. M
Outdoor spaces cater to these needs as well; buildings are adjoined with public courtyards where possible, and
the school’s existing outdoor plaza is maintained in-situ with upgraded landscaping and a performance platform.
In effect, the proposed spatial organization of SVA is primarily subject-based (as opposed to by grade level), and S
separate spaces are needed to track and assemble the grade-level communities/’families’ on a regular basis.
Smaller group meetings occur also, but on a more frequent basis as described in the narrative below. O
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Thumbnail of proposed site plan for the South Valley Academy, showing all phases.

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 DESIGN SUMMARIES IV
Program Solution Narrative A
Phasing
Construction of the school facilities is proposed to occur in at least two phases; (1) construction of high school
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facilities at the north end of the site while existing temporary facilities remain in operation; and (2) subsequent R
construction of middle school facilities (pending revision to the school’s charter) and associated infrastructure at
the south. As such, programmatic elements shared between disparate grade levels (e.g. the media center / library O
and lecture hall) are proposed for construction at the north end of the site as part of Phase One. The exception
to this is the school’s existing multipurpose room, outdoor plaza, and playing field/track which will remain in-situ
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in the southern half of the site throughout construction. Note that separate administration areas are proposed to R
serve the upper and middle school programs (refer to ‘Proposed Site Plan’).
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The Design Team believes additional phasing can be accommodated during the design process, as the proposed M
campus consists of disparate structures interconnected via site-features, landscaping, and flat-work.

Accommodation of Programmatic Philosophy / Elements S

The philosophy of SVA is that students learn best when they take control of their own learning. The most personal
and personalized component of the school’s educational program is Advisory. All students at SVA are placed O
with an adult at the school who serves as their advocate, mentor, and confidante. Advisors serve as the primary
connection between home and school, guide students in the creation and maintenance of personal learning plans,
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and monitor the overall academic progress of their advisees. Small advisory groups meet as a ‘family’ several U
times throughout the day to assess student performance and achievement; meetings with individual students and
parents occur on a regular basis also. Classrooms and flexible-space areas may be captured for this function, but
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some additional clusters of meeting / conference areas are required. The preliminary site plan included with this I
booklet identifies the proposed advisory spaces relative to the school’s overall need.
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Extension of the South Valley Academy ‘family’ into the surrounding community is promoted by an active Service
Learning Program (SLP), which consists of an unpaid internship and/or apprenticeship. The mission of this
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program is to enrich the educational experience of students by actively engaging them in the community in
order to build their capacity for civic participation and employment. All students go out to community placements
one afternoon each week for approximately three hours. The program provides progressively challenging
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learning experiences each year which culminate in a senior presentation/thesis project. Space requirements for A
this program include offices to accommodate six faculty members with accessibility to street/bus access, and
display / presentation space (i.e. a commons area) for students to present summaries of their work to the school R
community. The ‘Proposed Site Plan’ includes a separate structure in proximity to a central access road / the R
school’s bus drop-off/pick-up and main access points to accommodate the SLP function.
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The SVA core curriculum consists of Humanities, Math,
Science, and Service Learning, with communication and
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study skills integrated across all domains. These classes I
are developed collaboratively and have a teacher-student
ratio of approximately 1 : 20. The content standards of
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each domain are broad descriptions of the knowledge E
and skills students will acquire and are based on the
state board of education’s educational standards,
as evidenced spatially by the ‘Space-Needs’ matrix
presented in section III-E of this document. Each core
area is housed within a disparate architectural block. View of upper-school science classrooms and
outdoor learning area, looking east

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 DESIGN SUMMARIES IV
Program Solution Narrative A
Social Science and English are in close proximity to one another (i.e. in a
continuous building mass); Math is housed in a separate structure, but is
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integrated with the classroom block via a shared courtyard; and Science R
programs are located in proximity to greenhouses and flexible outdoor
learning areas (wetlands, agricultural land, etc.). This basic classroom O
module is repeated for both the upper and the lower school programs. G
Unique Site Elements / Planning Principles R
The site on which SVA is located has a rural character / history which
is deeply rooted in the culture of New Mexico; the school does not wish
A
to lose this connection as much of the surrounding land progresses M
toward urbanization. The School’s administrators and faculty have re-
conceptualized this history as a productive ‘learning laboratory’ – an
alternate and sustainable approach for the future which is rooted in S
progressive academics. Site development is conceptualized as a modular,
traditional Spanish / New Mexican settlement with view-axes to the O
exterior, shaded areas, courtyards, and a celebration / use of flexible
exterior space and infrastructure (canals, etc.). Outdoor courtyards are
L
located in proximity to educational areas and are configured such that View of Media Center / Library U
they might accommodate outdoor classes. Courtyard
T
The architectural configuration of the buildings is intended to promote the district/school goals of passive-solar I
heating (i.e. southern exposure), natural ventilation, future solar collection, etc. The school administration has
expressed a desire to achieve LEED Gold or Platinum certification if possible within the available budget. Several O
areas of the site are proposed to remain undeveloped to allow for ongoing scientific and agricultural projects to
occur. SVA has gained recognition from the District for pioneering progressive educational programs (i.e. the
N
‘Dragon Farm’, an on-site agricultural project in which students may participate), and designated areas for this
sort of activity (NIC / to be undertaken by the school) are maintained in the ‘Proposed Site Plan’.
N
Program Summary Table A
Refer also to the ‘Space-Needs’ matrix included in section III-E of this document.
R
R
A
T
I
V
E

APS SOUTH VALLEY ACADEMY SCHEMATIC CAMPUS DESIGN

design plus llc | july 10, 2009 PAGE 25
 DESIGN SUMMARIES IV
Probable Estimated Cost of Construction (April 2009) B

South Valley Academy - Campus and Site Improvements, Phase One P

Item Total GSF Cost Factor Projected PECC R
New Building Area 47,501 $200 / Square Foot $9,500,200 O
Area of Site Development 337,405
(Drainage, landscape, and
$6 / Square Foot $2,024,430 B
civil improvements) A
Contingency 10% of Total $1,152,463 B
Total Campus, Phase One $12,677,093
L
E
South Valley Academy - Middle School Addition, Phase Two [FUTURE]

Item Total GSF Cost Factor Projected PECC C

New Building Area 17,713 $200 / Square Foot $3,542,600 O
Area of Site Development 284,685
(Drainage, landscape, and
$6 / Square Foot $1,708,110 S
civil improvements) T
Contingency 10% of Total $525,071
Total Campus, Phase Two $5,825,781
O
F
Note: The numbers listed above represent anticipated projected construction costs for this project, and do not
include ‘soft costs’ such as design fees, professional surveys, geotechnical, contingencies, New Mexico Gross C
Receipts Tax, inflation factors, etc.
O
Refer to the ‘Implementation’ section of the
‘Program Solution Narrative’ for a description
N
of the proposed scope included with each S
phase of these projections. The addition of a
middle school to the South Valley Academy
T
curriculum represents a future amendment to R
the current school charter; this square footage
is not included with the current funding request U
(shown for reference only). C
The Total Projected Estimated Cost of T
Construction for Both Phases is: $18,502,874
I
O
View of existing multi-purpose building, portable class-
rooms, and a portion of the main outdoor courtyard N

APS SOUTH VALLEY ACADEMY SCHEMATIC CAMPUS DESIGN

design plus llc | july 10, 2009 PAGE 26
 SUPPORTING DOCUMENTS V
Memorandum of Existing Deficiencies A
To:
From:
Bob Robie, ARC
Alan Marks, Kata Sandoval-Tonini
M
South Valley Academy E
Re: Assessment for the FMP
M
O
R
Dear Mr. Robie,
A
South Valley Academy has worked with Design Plus, LLC over the past months to prepare a program-needs N
assessment relative to our existing facility, curriculum, and the principles expressed in our charter. The program
statement booklet to be submitted by Design Plus will include a technical analysis of the deficiencies of our D
physical plant vis-à-vis state planning standards and a formulaic justification of each existing /required item. U
The following is an itemized summary which includes several of the deficiencies we have identified for address; M
please note this text is organized by spatial area, not by priority.

1. Existing portable buildings are in poor condition and have thermal performance / comfort issues O
a. Several roofs experience recurring leaks which result in property damage. These spaces are in constant
F
use and we have nowhere in which to relocate equipment.

b. Three of the portable buildings are more than fifty years old, and five others are more than thirty years D
old; renovations have not been conducted. E
c. Three of the buildings have no insulation in the walls and experience major air infiltration problems; the F
total wall thickness is less than ½”.
I
i. The school’s server room is located in one of these portable buildings (the only centralized space C
available) and has problems with dust infiltration, excessive vibration, and temperature differential.
Consequently, SVA experiences recurrent problems with our IT and phone systems. I
E
d. The remaining portable buildings lack adequate insulation (i.e. does not meet current energy code) and
the school must maintain a total of ~twenty-tree separate HVAC systems. This inefficiency results in very N
large heating / cooling bills year-round and a great deal of maintenance cost. C
i. HVAC units are frequently non-functional, which affects the ability of our students & staff to occupy I
portables during extreme seasons.
E
2. The campus lacks shade structures, social spaces for students, and effective supervision of overflow / fringe S
areas

a. SVA has no interior hallways, and so students are outside for seven passing periods as well as morning
break, lunch, and pick-up after school. The campus lacks tables, benches, covered walkways, and
protected / landscaped areas for students to be together or even alone. One of the most common

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 SUPPORTING DOCUMENTS V
Memorandum of Existing Deficiencies A
complaints during our programming process was “lack of shade” and constant exposure to the elements,
including heat.
M
E
b. The location of the parking areas / size of the campus relative to our current infrastructure do not
allow SVA to effectively monitor all areas of our facility throughout the day. Consequently, our M
students experience recurrent automobile theft and we are not able to monitor our playing
field (this area is off-limits to students unless supervised).
O
R
i. The unsupervised ‘fringes’ of our campus border an acequia which poses a security and a life-safety
issue.
A
N
ii. Our parking lot does not possess adequate traffic control and does not provide the required number
of spaces for our school body. The parking area does not have any crosswalks or controls across D
major aisles. U
c. Our health care program is located in an undersized portable facility which is not adequate to serve the M
current need.

d. The size of our playing field is not sufficient for our facility (vis-à-vis PSFA adequacy standards) and we O
have no infrastructure to water the field and thus maintain it.
F
e. 90% of the campus lacks landscaping and weed maintenance is a huge problem. Existing irrigation
systems are in poor condition and need to be replaced; the school does not have the means to water the
landscaping that does exist. D
3. Our existing kitchen is less than half the size required to serve our Charter. The adjacent cafeteria/gymnasium
E
is also undersized; we propose to address this by providing supplemental outdoor space for physical F
education.
I
4. SVA lacks instructional spaces to serve the requirements of our Charter C
a. Our Charter calls for students to meet in advisory groups of 8-11 plus at least one adult three-four times I
throughout the day. We require 24 advisory spaces but only have 16 (students currently meet in offices, in E
any available space – we do not have adequate indoor-gathering areas).
N
b. Our Charter and our practice call for us to work with students by grade level on Thursday of each week.
These activities frequently involve speakers, presenters, and activities which require spaces to contain
C
40-80 students. SVA also schedules/gives presentations to the senior class (an even larger group) on a I
regular basis. The campus currently only has one or two possible places to meet, with a maximum
capacity of 40-each. This is why we requested ARC to consider our lecture hall building as a top priority
E
two years ago. S
c. SVA does not have rooms in which to hold IEPs during the work day, or space in which to conduct
individual counseling.

5. SVA lacks office and administration space

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 SUPPORTING DOCUMENTS V
Memorandum of Existing Deficiencies A

a. The school currently has five staff members who do not have – but require – offices. Our Principal has
M
an office which is less than 100 NSF and does not allow her to effectively meet with students or parents. E
Our business manager is in a similar situation.
M
b. Our entire administrative building is housed in a portable and does not have enough space to
accommodate staff meetings, record storage, or the required staff.
O
R
i. Our charter calls for a full staff meeting 3-4 times each week. However, our lounge, work, and
conference area is a single, undersized room that cannot accommodate the required number of
A
persons. N
c. The school does not have offices for departmental resources. D
U
d. There are no spaces to accommodate parents or volunteers who want to help us during the day.
M
6. Other Infrastructural inadequacies

a. Eight of our oldest portable buildings do not have adequate electrical outlets, lack the required number of O
circuits, and lack electrical boxes capable of handling the required classroom equipment.
F
b. The entire campus does not have adequate gas pressure, which subsequently leads to HVAC problems.

c. The plumbing system at SVA is completely inadequate and half of the existing campus does not have D
water or sewer; the existing system does not have the required capacity or pressure. E
i. SVA does not have adequate bathroom facilities to satisfy the requirements of ANSI / APS and we F
cannot (at this point) expand without a lift station.
I
ii. Several of the bathroom facilities are not ADA-compliant, which further exacerbates the shortage of C
fixtures.
I
E
Please do not hesitate to contact us with any questions or concerns you may have in regards to this document.
N
C
Kata Sandoval-Tonini, Principal I
Alan Marks
South Valley Academy
E
S

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 SUPPORTING DOCUMENTS V
Existing Campus Photographs (Summer 2008) B

C
U
R
R
E
N
T

Main access drive / entry gate Acequia running parallel to access drive C
A
M
P
U
S

P
H
O
T
Student mural at existing portable buildings New classrooms / future performing arts center
O
G
R
A
P
H
S

View of existing student common area Existing circulation paths & landscaping

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 SUPPORTING DOCUMENTS V
Current Campus Photographs (Summer 2008) B

C
U
R
R
E
N
T

Existing portable facilities (admin. & classrooms) Existing playing field area C
A
M
P
U
S

P
H
O
T
Undeveloped site area, old-growth trees to retain Secondary access drive (east)
O
G
R
A
P
H
S

Existing Dragon Farm area and access drive Existing Dragon Farm area & outdoor classroom

APS SOUTH VALLEY ACADEMY SCHEMATIC CAMPUS DESIGN

design plus llc | july 10, 2009 PAGE 31
 Section V-C: Key School Building Committee Meeting Notes

Design Plus
2 4 1 5 P r i n c e t o n Dr NE
Albuquerque, NM 87107
T e l: 843 - 7587 F a x: 843 - 6773

Project: South Valley Academy (SVA)

Subject: Pre-Programming Meeting
Tuesday, June 3, 2008 at the South Valley Academy Administration Offices

Meeting Notes

In Attendance:

Name Organization Phone E-mail

Kata Sandoval-Tonini SVA 505-352-4227 ksandoval-
tonini@southvalleyacademy.org
Richard Brandt SVA – Dragon Farm 505-363-3776 rembrandtrocks@yahoo.com
Jenny Hollis SVA 505-452-3132 jhollis@southvalleyacademy.org
Alan Marks SVA 505-877-3150 amarks@southvalleyacademy.org
Julie Radoslovich SVA 505-833-3413 jradoslovich@southvalleyacademy.org
Dawn Stracener SVA 505-944-7440 dawns@unm.edu
Justin Trager SVA 505-620-8648 jetrager@southvalleyacademy.org
Hector Anchondo SVA – Student 505-712-9812 hector_anchondo@yahoo.com
Luis Torres SVA – Student 505-730-0932 luistorres485@yhotmail.com
Rupal Engineer Design Plus, LLC 505-843-7587 rupal@designplusabq.com
Manny Juarez Design Plus, LLC 505-843-7587 manny@designplusabq.com
Joshua Arnold Design Plus, LLC 505-843-7587 josh@designplusabq.com
Carla Gomez Design Plus, LLC 505-843-7587 carla@designplusabq.com

Process, Schedule

• Rupal: The task at hand is to generate a conceptual idea, organization, and vision for the South
Valley Academy in spatial form, and then to generate a marketing package to facilitate action.
o Parameters include project phasing, budget, etc.
ƒ The School intends to remain on its present site.
o The success of this process lies in its ability to dovetail the school’s needs and
goals with existing state standards.
o The South Valley Academy would like the schematic design process to move
quickly.
o Design Plus has conducted six-eight meetings with the design committees from
other ‘prototype’ charter schools. This process can be condensed and/or
modified to meet SVA’s needs (as discussed).
• The next meeting will occur on August 13, 2008 at 4:30PM.

Project Constraints, Schedule, and Driving Forces

Meeting Minutes - Page 1 of 5

 • The school presently has a new permanent structure under construction: a lecture hall designed
by John Friedman, AIA.
o This facility will be incorporated/integrated into the schematic documents to be
provided by Design Plus as-is.
o The South Valley Academy will provide drawings for this project to Design Plus
for reference.
• The Dragon Farm will remain in its present and projected location(s), and will form the
‘core’ of the school.
• The existing on-site cottonwood trees will remain intact.
• The existing acequias on/adjacent to the school property will remain intact.
• The existing dilapidated house on the school campus will be demolished.
• The student body is presently ~70% Latin, and language accommodations should be
made for this stable demographic. Celebration spaces and other culturally-specific
support areas should be provided.
o How to make students of all heritages – including Latin – feel at home within the
culture of the school?
• Phased construction:
o Phase I: New high school and administration facilities.
o Phase II: Renovate existing administration facility and utilize for the school’s
middle school program.
ƒ The middle school will share common facilities (i.e. library, cafeteria,
administration, etc.) with the high school.
o Design Plus will create a phased site plan for this project.
• School needs parking to accommodate 180 vehicles for community events.

School Vision – General Discussion

• Environmental Concerns and LEED Certification

o The school’s campus should be designed as a model for sustainability, and as a
site to aid students’ understanding of beauty (both intellectual and emotional).
This element has to extend beyond traditional “green” notions of ecology and
tectonics.
ƒ The facility should frame citizenship within the surrounding (and larger)
community as an important concept. Space for the display and creation of
public artwork, sculpture, murals, etc. is essential.
o New construction should attempt to achieve the highest level of LEED
certification possible within budgetary and environmental constraints.
o The landscape should be treated as part of the sustainable design. Xeriscaping,
solar gathering, water harvesting, etc. are important and should be coordinated
with the school’s overall stated vision.
o The relationship between the school buildings and the landscape is important –
in a way, the two should be treated as the same entity.
• Outdoor spaces should be provided for the instruction of classes.
• The existing campus contains a great deal of open space which can (and does) accommodate
athletics – dovetail these areas together with the school’s P.E. program and indoor athletic
facilities. See attached Exhibit ‘A’.
• The school should have a “personal touch” and a unique sense of place. Various community
groups should be accommodated on-campus (i.e. students, faculty, parents, neighborhood
members, etc.).
o A space is needed for PTA / parent meetings to take place.
• Local vernacular and construction techniques such as adobe should be incorporated into the
design.

Meeting Minutes - Page 2 of 5

 • The school needs spaces for building, demonstrations (multi-use), art, and marketing. SVA is
conceptualized as a complex environment within itself.
• A student services center is needed to serve the community.

General Needs & Organization

• Site Considerations
o Accessible space near street and classrooms.
o Site needs to be open to the community. Allow for controlled after-hours access
to the campus. School to verify specific programmatic elements, etc.
o More shade (than existing) is needed for the outdoor areas.
o Provide site furniture to create areas for outdoor socialization during school
hours.
o No asphalt parking lots should be utilized; schematic design team to recommend
a semi-permeable solution such as ‘Grasscrete’.
o A wetland area should be incorporated into the design and integrated with the
Dragon Farm. Retention pond area?
o Students and faculty like the ‘open’ feel for the campus. Shelter and connection
elements are needed, but enclosed hallways/corridors should be kept to a
minimum where possible.

• Classrooms & Labs

o Organization: departmental, with 9th grade academy as an exception. School to
clarify exact organization / orientation of the 9th grade areas. Approximately
three teachers per department.
o Provide computer facilities – multiple ‘pods’ between classrooms, perhaps large
enough to accommodate a typical class size. One computer ‘pod’ per
department.
o Each classroom requires individual display space for student work.
o Provide a science cluster to accommodate Biology, Physics, and Chemistry.
ƒ Each class will have a maximum of 20 people.
ƒ The science cluster should have easy access to the agricultural/outdoor
components of the school.
ƒ Provide a greenhouse adjacent to the science classrooms and the
Dragon Farm. Include support spaces and an area in which a farmer’s
market could be set up.
ƒ Each lab should be set up to cater to its particular instructional paradigm
(i.e. a chemistry lab will be different than a biology lab).
o Provide clusters of restrooms throughout the school and in close proximity to all
the classrooms.
o Need 6 – 7 departmental offices and clusters of large/small meeting spaces to
accommodate students and faculty. Also need separate spaces for the 5th, 6th,
and 9th grade levels to convene.
o Classrooms and administration policies at the school have a general ‘open door’
policy – the environment needs to be inviting for students to engage the faculty
and staff.
o Rupal – the ideal image for the campus is interconnected, yet “rambling” in a
way. Design Plus will work to preserve the needed level of ‘compression’ within
the existing site while accommodating the PSFA-mandated space allocations.

• Student Advisories
o Advisory groups are a key element of the South Valley Academy. Each student is
assigned to an advisory group, and meets with their advisors several times per
day – a total of 2.5 – 5 hours per week total.
Meeting Minutes - Page 3 of 5
 ƒ The existing campus does not have enough spaces to accommodate the
required number of advisory groups.
ƒ The school needs spaces for advisory meetings, perhaps coupled with
courtyards and/or outdoor space. The advisory groups need space to
celebrate individual and school successes.
ƒ Storage and lockers are needed for the advisory areas.
o Typical size: 11 students per advisor.

• Service Learning Program

o Offices will need to accommodate four-six people.
o The Service Learning program will extend to the middle school in the future, but
will be implemented into students’ core curriculum. Separate support spaces are
not needed.
o Program should be located in an accessible area, near the street / bus access
and the general classrooms.
ƒ Possible central location near the cafeteria and kitchen with ample
storage.
ƒ The program buses students off-site to service learning projects.
o Structure of program:
ƒ Freshmen visit elementary schools in a service capacity.
ƒ Sophomores work with non-profit organizations.
ƒ Juniors participate in career exploration, career fairs, internships, etc.
ƒ Seniors investigate global/community issues, research, and produce.
• Each senior implements a ‘Senior Action Project’ and presents
this as an exhibition in April to 50-60 people (approx.). The school
needs a space that can accommodate these presentations.

• Dragon Farm
o The Dragon farm is currently engaged in a wide spectrum of innovative
agricultural projects and many new / reconfigured projects are planned in the
future.
o Students work on the farm during the spring, summer, fall, and winter in a variety
of capacities – farming, marketing, sustainable research, etc.
o The farm needs to be preserved in its present location; the school will be
structured around this agricultural land, and should integrate its various systems
(i.e. grey water collection, solar, etc.) with the farm where possible.
o The farm will share the greenhouse used by the science classroom to implement
a number of projects.
o Flexible spaces are needed to support demonstration projects – i.e. a compost
toilet.
o The farm has a partnership with a service learning program at UNM, and works
with Bruce Milne (Biologist) in particular. A partnership with the landscape
architecture program at UNM is also possible.
o The farm has a partnership with NMSU as well. The Dragon Farm will provide
Design Plus with a full list of partners so these needs can be accommodated.
o Relationship between the farm and the school’s kitchen?
o History: the SVA site was a tree farm before its present use. The land has been
and will be used for myriad agricultural projects.
o Goal: facility has ample land and could be off the sewer grid.
o A close relationship to the outdoor classroom spaces is essential.

• Administration
o The administration complex will be organized by department (school to confirm),
not grade level.
Meeting Minutes - Page 4 of 5
 ƒ Administration area should include a server/electronics room, multiple
offices for business and administration activities, storage, public areas for
the Office Manager / Reception area, and seating for the public who
regularly uses this space.
o The school is governed through a democratic process. The staff council meets
daily and a substantial meeting area is needed along with smaller meeting areas
for committees. A medium-size staff kitchen should be part of this cluster.
o Provide a faculty lounge with a separate workspace. Separate this element from
extremely public elements of the school to facilitate staff development.
o Other items as outlined in attached ‘Exhibit A’.

• Auditorium:
o A space to create tradition within the school.
o Specific activities need a place to accommodate speakers – provide a space
which can be divided down the middle to accommodate two simultaneous
lectures.
ƒ Provide smaller areas to accommodate lectures – 8-10 people at a time.
ƒ Provide larger, public spaces as well.
o Space for proms and graduations.
o To what extent does the building (currently under construction) designed by John
Friedman accommodate these functions? School to verify.

• Individual student likes, SVA:

o Small-group orientation of the school.
o Proximity to nature and general rural setting.
o Close connection to the Dragon Farm.
o The ‘open’ feel of the campus – limited (enclosed) hallways.

• Individual student dislikes, SVA:

o Security: access to the campus is hard to control at present. Break-ins have
occurred in the parking lot, etc.
o The school needs additional shelter, shade, and connection elements.

• Refer to Attached Exhibit ‘A’ for additional notes and facility/programmatic requirements.

The next meeting is scheduled for August 13, 2008 at 4:30PM.

Meeting Minutes - Page 5 of 5

Design Plus
2 4 1 5 P r i n c e t o n Dr NE
Albuquerque, NM 87107
T e l: 843 - 7587 F a x: 843 - 6773

Project: South Valley Academy (SVA)

Subject: Pre-Programming Meeting
Wednesday, August 13, 2008 at the South Valley Academy Administration Offices

Public forum: http://charter.designplusabq.com/

Meeting minutes, announcements, schematic design materials, discussion, etc.

Meeting Notes

In Attendance:

Name Organization Phone E-mail

Kata Sandoval-Tonini SVA 505-352-4227 ksandoval-
tonini@southvalleyacademy.org
Jenny Hollis SVA 505-452-3132 jhollis@southvalleyacademy.org
Alan Marks SVA 505-877-3150 amarks@southvalleyacademy.org
Julie Radoslovich SVA 505-833-3413 jradoslovich@southvalleyacademy.org
Alicia Lueras Maldonado SVA 505-710-1994 alicialueras@gmail.com
Dawn Stracener SVA 505-944-7440 dawns@unm.edu
Richard Brandt SVA – Dragon Farm 505-363-3776 rembrandtrocks@yahoo.com
Hector Anchondo SVA – Student 505-712-9812 hector_anchondo@yahoo.com
Luis Torres SVA – Student 505-730-0932 luistorres485@yhotmail.com
Omar Torres SVA – Student 505-833-2588 omar_horacio121@hotmail.com
Roldan Pasión APS FD&C 212-748-9121 passion@aps.edu
Rupal Engineer Design Plus, LLC 505-843-7587 rupal@designplusabq.com
Manny Juarez Design Plus, LLC 505-843-7587 manny@designplusabq.com
Joshua Arnold Design Plus, LLC 505-843-7587 josh@designplusabq.com

Process, Schedule

• Preliminary business: the design committee was asked to scan the minutes from our previous
meeting 6/3/08 for any errors, omissions, or additions.
o Under item “Classrooms and Labs”, the reference to “…5th, 6th, and 9th grades”
grade should be changed to “…6th, 7th, and 8th” (typographical error).
o The school does not need ‘computer pods’ in each department which are large
enough to accommodate an entire class as-listed. Provide computers in each
classroom (as per typical) and 1-2 computer labs within the media center with
mobile carts.
o No further items needing modification were mentioned to Design Plus, LLC.
• The backbone of this schematic design package will be a PSFA programming statement and
space-needs analysis that is tailored to the school’s specific needs (Rupal and Alan Marks).
• SVA intends to present the end result of this schematic design process to PSOC in addition to
APS.

Meeting Minutes - Page 1 of 3

 • The next design committee meeting will introduce a PSFA/APS space-needs matrix which is
specific to SVA. An analysis of the school’s site-space needs and allocations can then begin to
occur.
o Design Plus, LLC will invite Pat, Andre, and Rocky from NM/PSFA to the next
meeting as a resource / sounding board for our discussion of these items.
• SVA wishes to move through the schematic design process as quickly as possible.
• The next meeting will occur on August 27, 2008 at 4:30PM.
• Subsequent meetings will occur on September 10, September 24, and October 8, 2008 at
4:30PM.

General Project Discussion and Design Parameters

• One outstanding topic from our last meeting is the general organization of the school: should the
driving paradigm be organized by department or by grade level (or a combination thereof)?
o SVA will be configured by department, not grade level (Ms. Tonini and Mr.
Marks). Most faculty members teach within their core department(s).
o Design Plus will provide several spaces for grade-level meetings as desired by
the school.
o The high school and the future middle school will have some separate
administrative functions. The specific organization will be verified at our next
meeting.
• The total projected number of high school students is 235 (Mr. Marks via e-mail on 8/14).
o ~92 freshmen, 62 sophomores, 46 juniors, and 35 seniors.
• The total projected number of middle school students is 180 (Mr. Marks via e-mail on 8/14).
o Assume an equal distribution per grade level (school to verify).
• Note that the South Valley Academy does not take students during the school year; the
enrollment level is therefore controlled by a comprehensive and scheduled admissions process.
The school does not expect to expand beyond a total of 415 students at this time.

Organizational Paradigm
• The South Valley academy is organized into four departmental cores and two elective
programs.
o Four core departmental areas are needed:
ƒ 3 Math classrooms.
ƒ 3 Social Science classrooms.
ƒ 3 Science Classrooms
ƒ 3 English classrooms.
o Two elective areas are needed:
ƒ Two general elective classrooms.
ƒ Offices for the Service Learning program (see meeting notes from 6/3).
No classroom is needed for this program.
o Fifteen total classrooms are desired, each at approximately 1,000 S.F.
• Provide office and advisory clusters in addition to the classroom areas (21 total).
• Mr. Marks will ask John Friedman, AIA to provide Design Plus with a floor plan of the new
lecture hall that is presently under construction at SVA. This building contains three high school
classrooms @ approximately 750 NSF each (two share a retractable wall). These spaces
should be included with Design Plus’ space analysis of the facility.
o Design Plus will follow up with Mr. Friedman as necessary to obtain drawings of
the lecture hall.
• The school’s instructors like the fact that their existing portable buildings have “…openness to
nature”. This should be preserved in the new design.
• One multi-purpose space to accommodate 40-45 students is needed.

Meeting Minutes - Page 2 of 3

 • Athletic / wellness classroom spaces are desired; school to provide additional details vis-à-vis
PSFA standards.

Design Charrette
• Members of the Design Committee were given 24” x 36” print-outs of the school site and asked
to draw ideal configurations for the school. Committee members generally worked in teams of
two people.
• Each pair was asked to present their drawing to the larger group for review & comment at the
end of the charrette.
• Images and narrative from this charrette are included within the Program Statement Booklet
(Section III-D) and were transmitted with the original meeting minutes under separate cover.

Note: These minutes are intended as a representation of all the comments, opinions, notes, and
requests that were voiced during the above-referenced meeting and should be construed as such.
Design Committee members are asked to review these notes and to present any modifications or
additions to Design Plus, LLC at their earliest convenience.

The next meeting is scheduled for August 27, 2008 at 4:30PM.

Meeting Minutes - Page 3 of 3

Design Plus
2 4 1 5 P r i n c e t o n Dr NE
Albuquerque, NM 87107
T e l: 843 - 7587 F a x: 843 - 6773

Project: South Valley Academy (SVA)

Subject: Pre-Programming Meeting
Wednesday, August 27, 2008 at the South Valley Academy Administration Offices

Public forum: http://charter.designplusabq.com/

Meeting minutes, announcements, schematic design materials, discussion, etc.

Meeting Notes

In Attendance:

Name Organization Phone E-mail

Kata Sandoval-Tonini SVA 505-352-4227 ksandoval-
tonini@southvalleyacademy.org
Alan Marks SVA 505-877-3150 amarks@southvalleyacademy.org
Julie Radoslovich SVA 505-833-3413 jradoslovich@southvalleyacademy.org
Justin Trager SVA 505-620-8648 jetrager@southvalleyacademy.org
Richard Brandt SVA – Dragon Farm 505-363-3776 rembrandtrocks@yahoo.com
Rupal Engineer Design Plus, LLC 505-843-7587 rupal@designplusabq.com
Joshua Arnold Design Plus, LLC 505-843-7587 josh@designplusabq.com

Process, Schedule

• Design Plus has created a preliminary PSFA/APS space-needs matrix for the projected student
population at the South Valley Academy. Rupal: The purpose of today’s meeting is to review,
understand, and [to then] modify this matrix to suit the school’s particular needs and existing
conditions.
• Definitions of terminology used in the matrix:
o NSF = ‘Net Square Feet’ – A measure of the “useable” square footage allotted to
each programmatic element defined within the respective reference guides. Net
square footage does not include storage space, wall thicknesses, mechanical
closets, restrooms, etc.
o GSF = ‘Gross Square Feet’ – A measure of the total building footprint allotted to
each programmatic element defined within the respective reference guides.
o ‘Tare’ – Total square footage allotted for storage space, wall thicknesses,
mechanical closets, restrooms, etc. NSF + Tare = Gross Square Feet (GSF).
• The first page of the matrix contains a summary of all the programmatic elements that define a
typical New Mexico public school and lists the total calculated square footage (based on student
and staff population) for the following standards:
o PSFA Statewide Adequacy Standards: A guide for the evaluation of existing
facilities vis-à-vis minimum state standards.
o PSFA Planning Reference Guide: A document to guide the ideal planning of new
school facilities.
o APS Standards: District guidelines for the ideal planning of new school facilities.

Meeting Minutes - Page 1 of 4

 • Each subsequent page of the matrix roughly corresponds with one of the rows in the overall
summary. Programmatic elements are broken down and the total allowable square footage is
calculated.
• Spaces have been provided for the school community to write in “Existing NSF” and “Ideal NSF”
for each element. Blank matrices will be provided to the Design Committee and should be
returned to Design Plus with any questions, comments, modifications, and/or square footage
information each person wishes to share.
• Design Plus will contact John Friedman, AIA to obtain construction documents for the school’s
lecture hall (currently under construction) and food service area.
• The next meeting will occur on September 17, 2008 at 4:30PM.

General Review of Space-Needs Matrix and Project Discussion

• The space-needs matrix – as included with the school’s Schematic Design Marketing Package –
will be designed to accommodate 235 high school students (grades 9-12).
o The Design Team will provide – for reference – a space-needs matrix that
includes calculations for SVA’s potential, future middle school program.
o Note: the matrix presented at today’s meeting includes the middle school
program (415 total students, 180 middle-school students).
• Discussion of Required Classroom Facilities:
o The South Valley academy is organized into four departmental cores and two
elective programs.
ƒ Four core departmental areas are needed:
• 3 Math classrooms
• 3 Social Science classrooms
• 3 Science classrooms & greenhouse
• 4 English classrooms
• Each classroom should accommodate approximately 20 students
@ 1,000 NSF.
• Provide projection screens, projectors, and A/V interfaces in each
room.
ƒ Several elective areas are needed:
• 1 Language/Reading classroom @ 1,000 NSF
• 1 General classroom @ 1,000 NSF
• 1 office suite for the Service Learning Program.
• Space to accommodate other, smaller electives – provided within
new Lecture Hall space presently under construction.
• Provide projection screens, projectors, and A/V interfaces in each
room.
o Special education: this school practices full-inclusion; an additional classroom is
not needed for this item. Required administrative/testing spaces in this vein are
included within the ‘Counseling Suite’ chart.
o Art education: Require one multi-purpose art studio for the upper school (middle
school will require separate) at 1,000 GSF.
ƒ Design Plus to look at existing art yard at SVA as a precedent (Mr.
Marks).
ƒ Provide space for modeling, ceramics, an outdoor kiln, display, etc.
ƒ Locate the school’s art studio near one of the computer/production labs.
o Band / Orchestra / Drama / Chorus: The performance and administrative spaces
for this program will be accommodated within the school’s new lecture hall.
ƒ Provide acoustic treatment/isolation for one of the school’s general
classrooms such that it can accommodate music education if desired.

Meeting Minutes - Page 2 of 4

 o Career Education: Provide space for a community culinary-arts program (a la
RFK) in proximity to the school’s kitchen and farm areas. Other career education
spaces are not needed.
o Computer Education:
ƒ The school presently has two computer labs, one at approximately 800
SF and the other at approximately 650 SF.
ƒ The ideal configuration would be three computer labs: one at the media
center, one at the library, and one at the art cluster. Each lab should be
large enough to accommodate a normal class (i.e. 1,000 NSF).
o Outdoor learning:
ƒ Provide an outdoor learning space to accommodate 25 people.
ƒ Proximity to the school’s farm component, greenhouse, and science
program would be ideal.
o School Advisories:
ƒ SVA requires 26 advisories, each at approximately 375 NSF
(accommodate 12 students).
ƒ Approximately six-eight additional advisory spaces will be required (the
other advisories can be accommodated within the general and elective
classrooms.
o General Space Notes:
ƒ All spaces should accommodate multiple purposes. Part of the
sustainability paradigm is a combination of maximum efficiency and
flexibility.
ƒ Spaces to accommodate various scales and formalities of congregations
are required throughout the school’s campus.
ƒ SVA presently owns and uses fifteen portable buildings. The school will
verify whether or not these buildings are intended to stay on-campus as
part of the Schematic Design Package (the assumption at present will be
no).
ƒ The future middle school spaces will be organized in a similar fashion to
the high school area, but should be kept separate from the high school.
I.e. a shared, central core and/or quadrant with separate clusters. Locate
the upper school on the northern part of the site and the lower school on
the southern portion (Mr. Marks).
ƒ Provide one, controlled-access shower space for emergency student use.
• Discussion of Required Indoor Physical Education Facilities:
o The school presently has a multipurpose court, small weight room storage area,
and changing area.
ƒ Provide for expansion of the school’s wellness education program (i.e.
one office, an expanded weight room, and a health classroom) in Phase II
or III of the Schematic Design Package.
• Discussion of Required Outdoor Physical Education Facilities:
o One basketball court is required per division (two goals each, regulation size,
with spectator areas).
o Provide one multi-purpose field – the primary function will be soccer – to allow for
high school regulation games. Accommodate shared use with students from
Navajo Elementary as well.
• Discussion of Required Media Center / Library / Research Area:
o The size of this function will be determined by PSFA square-footage minimums,
not by the number of students (2,000 NSF minimum). The ideal size for SVA is
approximately 2,300 NSF.
o This component should allow for controlled/sponsored public access at a future
date.

Meeting Minutes - Page 3 of 4

 o Consider placing the media center and associated computer laboratory on the
second level of the school.
o Design Plus will create a diagram of spatial adjacencies / needs as part of this
scope to aid the space-layout process.
• Discussion of Required Food Service Area:
o SVA presently uses a private vendor for food services (Canteen) and does not
plan to change this arrangement.
o The school already has a Cafeteria, Serving Line, and Food Preparatory Kitchen.
Updated equipment for the Food Preparatory Kitchen – and an analysis of the
existing space vis-à-vis state and district guidelines – should be part of the
current scope.
o Provide an outdoor cooking space if possible.
• Discussion of Required Administration Area:
o The General Reception Area should accommodate two people.
o The ‘Assistant Principal’ position should be labeled ‘Head Teacher’.
o A separate ‘Book Keeper’ office is not required.
o The ‘Registrar’ position should be labeled ‘Office Manager’.
o A staff meeting room is required for administrative purposes (30 people + middle
school?) and should be separate from the teacher’s lounge.
ƒ The meeting room can also serve as the faculty work room.
o Additional space is needed for smaller committee meetings; these can occur in
flexible spaces, offices, etc. if necessary.
o Add note: the school’s server / I.T. room should be included as part of the
administration GSF.
o Provide a shower & dressing room area for the faculty (note: potential LEED
point).
• Discussion of Required Student Health Area:
o Design Plus will include a ~1,000 NSF SBHC as part of SVA’s schematic design
package.
• Discussion of Required Counseling Suite:
o Provide two offices, an IEP Conference Room, and a speech and language
space.
o The other counseling functions are not needed. The school does, however, need
a space for college preparatory activities.
o Consider locating the Counseling Suite on the second level of the school.
• Discussion of Required Specialty Areas:
o A parent work room is needed, but should function as a multi-purpose space.
o Provide an outdoor kitchen and learning area (see notes above).
o Provide a space / office for the Farm Manager.
o Locate outdoor laboratory, wetland, and farm areas as part of the Schematic
Design Package.

Note: These minutes are intended as a representation of all the comments, opinions, notes, and
requests that were voiced during the above-referenced meeting and should be construed as such.
Design Committee members are asked to review these notes and to present any modifications or
additions to Design Plus, LLC at their earliest convenience.

The next meeting is scheduled for September 17, 2008 at 4:30PM.

Meeting Minutes - Page 4 of 4

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