Individualized in terms of design. Equitable in terms of function.

These were the goals that teams of staff and community members worked towards achieving beginning in June of 2003 as they develop educational programming specifications for the 2003 bond-funded reconstruction and remodeling of several schools across Spokane Public Schools.

In years past, prototype school buildings, known as “rainbow schools” for the large rainbows painted on the exterior walls, were erected across the community in an attempt to ensure that children from all neighborhoods were provided with similar educational facilities. The prototypes worked well, but did not reflect the character of the neighborhoods or the design of the communities in which they were placed.

In 2001, Browne Elementary on the city’s north side, was rebuilt with money from the 1998 bond. That building was developed with significant input from the neighborhood and with sensitivity to architecture already existent in the area.

The building was deemed “a hit” and a commitment was made by the school district to ensure that future construction projects would better reflect the look and feel of specific areas. Additionally, new projects will engage a variety of stakeholders; parents, teachers, neighbors, architects and contractors, in the development of construction specifications for each building.

“After all, the community is paying for the building. Shouldn’t they get something that makes them feel proud to have in their neighborhood?” notes district Director of Capital Projects Greg Brown.

The process began shortly after the passage of the 2003 bond in March. A two-day conference led community stakeholders through “big thinking” about education, design, the future and the environment. Participants developed six design standards for all upcoming bond projects. The standards were broad and addressed issues of sustainability, flexibility, community integration and adaptability of technology that are to be incorporated in future design specifications.

Subsequently, architects for each of the three elementary reconstruction projects (Lidgerwood, Lincoln Heights and Ridgeview) were selected, as were architects for the renovation, expansion and master-planning projects at three high schools – Rogers, Shadle Park and Ferris.

“The district will get a better product and save money designing future school projects because the educational specifications are already in place. The buildings will reflect the contributions of an array of stakeholders as well as the character of the neighborhood when they are constructed,” says Mark Anderson, associate superintendent for school support services. Additionally, they will serve the educational needs of Spokane’s children for years to come.