Call to Action: Take the time to listen; the lived experiences of potential users can help us better understand their challenges and barriers. Don’t make assumptions; when supporting alternative education, the “norm” may be just the strategy to avoid. Little things go a long way; small features, supports or connections within spaces can really foster a school culture in a surprising way.

Abstract: The new Creekside Community High School in Tigard, Oregon, lives up to its name as an entity deeply rooted in community partnerships to promote learning. Guided by a vision to champion hands-on, community-based learning to meet the educational needs of students unable to thrive in a traditional school setting, the building brings disparate programs once spread across the Tigard-Tualatin School District under one roof. The student body is diverse, encompassing online learners, those with learning disabilities, teen parents, and youth returning to complete high school. To meet the needs of these learners as creative problem-solvers, community partnerships in manufacturing, ecology, and sustainable agriculture support school pathways that equip them with life skills for college, career, and beyond. Designed as a relational space rejecting the traditional hierarchical and institutional setup of the typical school, Creekside provides a warm “coffee shop/tech startup” vibe to care for students facing various life and academic challenges. Informal spaces are carved out for one-on-one tutoring, pullout services, or informal student/instructor check-ins. To nurture the school’s agricultural program and communal garden, direct access via a mudroom into the kitchen allows students to cook the food they grow for their peers and share a meal with their school community. As a Net Zero building with a monitor publicly displaying its sustainability metrics, Creekside serves as a teaching tool for occupants while also reaping the benefit of a generous rooftop photovoltaic rooftop array which consolidates the District’s investment in renewable energy. Together with the school’s integration in the community, the design of this school keeps students and their lived experiences front and center in the hopes of maximizing their learning potential and placing them on a path for success.

Learning Objectives:

1. Understand the importance of a broad approach to information gathering during the programming phase of an alternative education program.
2. Correlate both detailed program information-gathering and sustainable design strategies to achieving a net zero educational facility.
3. Understand how small and large design features can help support and foster a community culture of inclusion and diversity.
4. Learn how the integration of outside programs and partnerships affects graduation and retention rates for student populations who are at risk of dropping out.