Cleveland High School
St. Louis Public Schools, St. Louis, Missouri
Demolition of this historic high school is out of the question. But it could be reused for small learning communities.

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Sketches
An existing daylit room that is currently in ruins could be renovated into an art studio (top), and enclosing lightwells (bottom) would provide an open, airy feel to the new, small learning communities.

One thing that Clevland High School has going for it is that it only includes one building addition, a field house which is detached from the school and connected only by a single corridor. The original architecture essentially remains intact. Exterior light comes into nearly every teaching space through the building's geometry and its thoughtfully located light wells. Ceilings are high, corridors are wide. and finishes are durable. Deferred maintenance appears to be the key culprit for the building's physical challenges.

The most logical direction for the team was to explore the idea of approaching the building's renewal using by small learning communities (SLCs). One thing that makes this feasible is that specialty spaces such as those for art, technical education, performance, music, and physical education are appropriately spaced throughout the existing building, and the building's grand theater is centrally located. SLCs are helpful in encouraging students to be connected to their school, engaged in their work, and encouraged to develop skills necessary for their continuing success in life. A real-world, activity-based curriculum could support these students in smaller, perhaps theme-based small learning communities. For example, the applied learning components of a health-and-human-services-themed curriculum could be supported in the spaces previously occupied by the home economics and lap-pool facilities, in addition to the nearby classrooms. Or, an engineering-and-industrial-technology-themed curriculum could be supported in the spaces previously occupied by the wood shop and drafting classrooms.

The existing building was surprisingly well suited to be transformed into relatively autonomous SLCs. Collections of general classrooms can take advantage of their proximity to specialty learning areas and, together with administrative spaces, form each SLC. The building's lightwells can be enclosed using skylights so the space beneath them can be used to provide a student commons for each SLC.

The resource team worked with the district representatives to define the key elements to be included in each SLC and which functions and spaces could or should be shared by all of them. To provide focus, leadership, and personalization, each SLC should include administrators, counselors, support facilities, and student social space in addition to classrooms. And, they should be connected to a collection of hands-on learning environments where the ideas and concepts of the core curriculum can be applied to real-life projects and experiences. Shared areas include support spaces such as the cafeteria, physical education, theater, library, and some centralized offices.

In addition to the building, the charrette team also drafted a reorganization of the site. Current plans include enlarging the football field to support soccer and a surrounding track. Parking on the urban site is minimal and contributes to traffic congestion in and around the school. The new solution the team proposed would close the street that currently separates the building and field while providing additional on-site parking.

This solution seeks to transform the function of the school while protecting its historical and sentimental value. It seeks to provide a venue for the celebration of learning and the success of its students.