Hynes elementary school: Hynes Elementary School – Golf School District 67

Community – Golf School District 67

Golf School District 67 is a unique and special district. Our school and community are synonymous, partnering together to inspire our learners for lifelong success. Families want to be here and stay here.

This creates a challenge. With more and more families looking to send their children to our highly rated schools, our enrollment has been growing at an unsustainable pace and it’s starting to show.

We have run out of space, and even with using temporary trailers our average class size is the highest of all neighboring districts. Without adequate space, our students have limited access to the 21^st century programming that is readily available to students in other districts. As a result, our academic ratings are starting to slip.

We face other challenges as well. Our student-teacher ratio is by far the highest compared to our peer districts. Our instructional time is limited. Our resources are being spread thin trying to maintain two buildings, also leading to inefficiencies in staffing and limited choices in electives. And using mobile classrooms leads to significant safety and security concerns that must be addressed.

Even with these challenges, we have all the foundations for success. Our staff, school board, and community work tirelessly and creatively to make our district the “little engine that could.”

Nowhere is that more obvious than in our district’s finances. We have made incredible progress improving our finances by implementing a zero-based budgeting philosophy and better utilizing our resources. We now spend the least per pupil of any peer district in the region. We have reduced spending on administrative costs and staffing so we can invest our limited funds in classrooms. As a result of our fiscal responsibility, we have steadily increased our fund balance to a much healthier level while maintaining a tax rate that is 20% lower than our neighboring districts.

Over the past year, our community has come together to collaborate on a solution to our space issues. We have developed a new community-driven strategic plan that benefits everyone. This consensus $56 million plan would build a new school building to educate all Golf 67 students on the current Hynes Elementary School campus. The plan will now appear on our ballots in the upcoming June 28^th election for community approval.

If the referendum is successful, we will be able to:

• Finally Solve Our Current and Future Space Issues
• Provide a Safer School for Our Children and Teachers
• Give Our Students 21^st Century Learning Environments

The new school building will give us additional and larger classrooms, larger hallways, improved building layout, better access to nursing staff, and increase storage. This increased capacity will support increased student collaboration and small group instruction, more efficient use of space, and the future potential to reduce class sizes. The new building will also eliminate the need for mobile classrooms, provide more secure entrances, and update our security and intercom systems. Finally, it will allow us to provide our students 21^st century learning environments that support high-quality teaching and active collaboration through modernized learning spaces and media centers.

Building a new school building has two additional benefits to the community. It will allow the district to become even more efficient and effective with the public’s tax dollars. And once construction is complete, the district will be able to sell or lease the current Golf Middle School, which would provide additional revenue that could be used to fund additional teachers to lower class sizes and provide more specials for students.

This consensus plan will overcome our space and staffing issues and provide our district with the tools needed to inspire learners for lifelong success.

Edward Hynes Charter School – NOLA Public Schools

Principal: Michelle Douglas
Board Chair: Alvin Miester, III
Charter Organization: Hynes Charter School Corp.
Authorizer: OPSB LEA

Mission Statement / Programmatic Model: 
Quality education shaping leaders for a changing world.

SCHOOL PERFORMANCE

Most New Orleans public schools are charter schools, public schools governed by non-profit boards. Each board is given a contract to operate their charter school for a number of years. When the contract is up for renewal, the Orleans Parish School Board or Louisiana Department of Education uses school performance to determine if the contract should be renewed. If the school hasn’t demonstrated acceptable performance, it may close at the end of the school year, or be taken over by a new non-profit board. 

Letter Grade: A
SPS: 92.2
Renewal Year: Winter 2026-2027
School Finder Page: Hynes’s School Report Card

This school’s academic performance data and next renewal year as of November 2018 can be found above. For more information on how school performance is measured, click here. For more information on school accountability, click here.

ADMISSIONS

How to apply, who is eligible to attend, and what factors determine which students are assigned. For more info on priorities and how OneApp works, click here.

Application Process: OneApp
Applications Due: 02/22/2019

EDWARD HYNES CHARTER SCHOOL

GRADE(S) PK3-PK4

Eligibility: New Orleans Residents with a Gifted & Talented IEP
Priority: (1) Siblings, (2) then Applicants who reside within a half-mile of the school, for up to 25% of available seats, (3) then Applicants who reside in 70124, for up to 42% of available seats, (4) then All other applicants

GRADE(S) K-8

Eligibility: New Orleans Residents
Priority: (1) Siblings, (2) then Applicants who reside within a half-mile of the school, for up to 25% of available seats, (3) then Applicants who reside in 70124, for up to 42% of available seats, (4) then All other applicants

EDWARD HYNES CHARTER SCHOOL: FRENCH IMMERSION PROGRAM

GRADE(S) K-1

Eligibility: New Orleans Residents
Priority: (1) Siblings, (2) then Applicants who reside within a half-mile of the school, for up to 25% of available seats, (3) then Applicants who reside in 70124, for up to 42% of available seats, (4) then All other applicants

GRADE(S) 2-5

Eligibility: New Orleans Residents who have previously attended a French Immersion program
Priority: (1) Siblings, (2) then Applicants who reside within a half-mile of the school, for up to 25% of available seats, (3) then Applicants who reside in 70124, for up to 42% of available seats, (4) then All other applicants

SCHOOL FEATURES

Highlighted program offerings, transportation details, and other provided services.

Transportation: Yes
Before Care: Yes
After Care: Yes
Wheelchair Accessible: Yes

Features & Programs: 
French immersion, Gifted & Talented, science & computer labs, literacy programming, UNO partnership

Jumpstart Pathways: 
Jumpstart is only offered for programs with grades 9-12

Team Sports / After School Activities: 
Club Sports: baseball, basketball, cheerleading, cross country, flag football, soccer, softball, swimming, tennis, volleyball

Language Support: 
Interpretation Available: full-time in French | Translation Available: upon request in Spanish, upon request in Vietnamese, upon request in French

Student Support Services: 
Healthcare Provider Partnerships

Special Education Model: 
Inclusion and resource for special needs and speech therapy, GT, TAV, TAT.

Blanket for passive school

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Few architects in the UK can boast that they listen to environmental consultants, designers or occupants of their completed projects. And those who learn from their mistakes and use the experience gained in subsequent projects are generally fit to be entered in the Red Book.

Architype, representatives of a new generation of enthusiastic architects, built the first schools in the UK to meet the German Passivhaus standard. With their work, they proved that a school can be not only a beautiful building, but also a building where it is comfortable to study due to its thoughtfulness and energy efficiency.

“Energy is a bit like waste: it’s always good if it can be recycled, but it’s better to just produce less of it. It is the same with energy: you can use its renewable sources, solar panels, or you can simply consume less of it.”
Jonathan Hynes, Bureau Director Architype

What is the Passivhaus standard?

Recall that this German building energy efficiency standard developed by the PassivhausInstitut is an indicator of low energy consumption, comfort in the interior space and architectural quality of the facility. Many people think in vain that it is applicable only to housing: in German, “Haus” means not only a house, but also any building, and the standard is suitable for a building of any typology. The figures speak for its progressiveness: the standard energy consumption of an ordinary school in England is 100 kWh / m2 per year, and a building built according to the Passivhaus standard should consume no more than 15 kWh / m2 per year. Unlike other standards, Passivhaus helps to reduce energy consumption by optimizing design decisions, such as finding the most compact form, the best orientation of the building, etc.

The Passivhaus standard is not often seen in England, as the local energy efficiency regulations work the exact opposite way. Compared to Passivhaus, the green standard BREEAM, popular in England and lobbied by the government, has numerous evaluation criteria that often have nothing to do with energy consumption: for example, points can be obtained if the distance between the designed building and the nearest mailbox is less than 500 meters. In addition, BREEAM is focused not on reducing the amount of energy consumed, but on the production of additional energy from renewable sources.

How does a Passivhaus architect work?

First, it reduces the thermal conductivity of walls, roofs, ceilings and doors as much as possible. Secondly, he takes care of the thermal tightness of the building: all “cold bridges” (areas of heat loss, most often found at the junctions of the building’s structural elements) must be nullified or minimized. In addition, already at the initial design stage, the building is modeled using the PHDP (Passive House Design Package) software. However, British architects usually first completely draw the building, think through the layouts, and only then give the engineers to calculate the energy costs. They are trying to optimize something, but the probability of correcting errors in the finished project is extremely small. Therefore, it is much more effective to think about this at earlier stages of work, when the project can be significantly changed if necessary, for example, to save heat.

The most difficult thing in the Passivhaus standard is checking the object for compliance, where the indicators are not only the calculated data of design engineers, but also real measurements in an already built and operated house. And to build exactly as it was designed is a well-known headache for all architects.

Bushbury Hill School. Photo © Leigh Simpson. Provided by Architype

Bushbury Hill School. Photo © Leigh Simpson. Contributed by Architype

Who are Architype Architects?

Architype is a brand new architecture firm founded 29 years ago and over the years has earned an enviable reputation for designing quality energy efficient buildings. Their original approach is dictated by the desire to involve customers and future residents in the design process. Empirically, they have developed a baggage of technical solutions that improve the quality of the “manufactured product”.

During its existence, the Architype team has grown from five to 53 people, yet they have managed to maintain a fresh and creative approach to design, including frequent review and discussion of designs. The company’s annual turnover is 3 million pounds per year.

Bushbury Hill School. Photo © Leigh Simpson. Contributed by Architype

Why did Architype decide to adopt the Passivhaus standard in England?

About five years ago, Architype, in collaboration with Oxford Brooks University (one of the largest research institutions in the field of energy efficiency technologies), collected and analyzed information about the “work” of school buildings built by this office. As a result, it turned out that despite various energy-efficient strategies, these schools consumed a huge amount of energy because the windows were opened in winter. And at this point, the adaptation of the Passivhaus standard to British realities interested Architype, because, thanks to mechanical ventilation and thermal tightness, buildings built according to this standard consumed significantly less energy and generated less CO2. An additional plus was a real opportunity to study how the building “works”, and which design solutions help to improve energy efficiency the most.

Many architects fear that the Passivhaus standard will limit their imagination. But the architects of Architype claim that it is precisely the rigid framework set by them that launches a full-fledged creative process in their heads.

Through the use of Passivhaus Architype methods in their recent projects, they have achieved a radical simplification of forms and details, streamlined the design process and even architectural supervision. They manage to achieve the desired results by thinking through each solution step by step and testing its performance in practice. According to Bureau Director Jonathan Hynes, the most important lesson for Architype was the importance of simplifying the project in general and design details in particular.

Bushbury Hill School. Photo © Leigh Simpson. Courtesy of Architype

Since building typology was not the deciding factor, Architype was willing to try the Passivhaus standard on any project. Now, having accumulated experience in this area, they are designing a university, an archive building, a village for 150 houses, a church and several private houses according to the principles of this standard. However, five years ago they specialized in school buildings, which is why they became their first Passivhaus test site. The only significant requirement from the sponsor of the five schools, Wolverhampton County Council, was to keep to a very modest budget.

To date, Architype has completed the construction of two schools, Oakmeadow Elementary School and Bushbury Hill School, with a third, Swillington Elementary School, under construction in November 2013. All of them replaced obsolete and therefore demolished school buildings, and they owe their appearance to the current government initiative. However, Jonathan Hines believes that the further spread of “passive” schools in England is a big question just because of the difficulties with public funding. Therefore, Architype hope that such projects will be in great demand, for example, in Wales, where the public funding system is different from the English one.

Bushbury Hill School. Photo © Leigh Simpson. Courtesy of Architype

Architectural Features of Passive Schools

The design process began with finding the optimal shape, number of storeys, depth and orientation of the building using the already mentioned PHDP dynamic simulation program. As a result of the initial research, it became clear how important the compactness of the building is to reduce energy consumption. The minimization of the building surface area in relation to the floor area made it possible to achieve energy cost optimization already at the concept stage. As a result, for both schools already built, a composition was chosen from simple rectangular 2-story volumes with a central space that serves as recreation.

Oakmeadow School. General plan © Architype

Bushbury Hill School. Master Plan © Architype

The building is designed to allow sunlight to enter all school areas and to minimize the use of artificial lighting. To reduce the possibility of overheating during the summer months, the number of west- and east-facing windows has been reduced to zero, as low-angled sunlight is always more difficult to obscure, and therefore north-south facing windows.

Bushbury Hill School. Ground floor plan © Architype

Bushbury Hill School. 2nd floor plan © Architype

All rooms have cross-ventilation, which is mainly used during the summer and off-season. In addition, during the warm months, as an additional measure, the central recreation is converted into a “chimney”, where, due to the height difference and the effect of self-drafting, warm air rises and exits through the upper windows. For winter, ventilation with a heat recovery system is provided. Needless to say, compared to schools where windows are opened for ventilation during the cold season, such a system significantly reduces heat loss. It differs from the standard recuperation system in that the fresh air entering the room is heated by the heat from the treated air from the central recreation. In this space, the air is passively heated by solar radiation and internal heat release, including from schoolchildren running around during breaks.

Diagram of Bushbury Hill School Summer and Winter Ventilation Strategies © Architype

Diagram of Oakmeadow’s Summer and Winter Ventilation Strategy © Architype

The Passive Schools design has paid much attention to the thermal integrity of the building and the minimization of the already mentioned “cold bridges” – an issue often forgotten in England. Most of these “bridges” are formed in the area of ​​​​the foundation, since it is in direct contact with the ground, and at the junctions of structural elements. The architects found an original answer to this question by suggesting that the designers design a foundation that would be completely thermally insulated and would not directly touch the ground. Initially, the British designers – partners of Architype said that this was technically impossible, despite the fact that in Germany and Austria this method is widely used in the construction of “passive” buildings, but later Architype still managed to convince them. In the end, this solution turned out to be even cheaper than a conventional strip foundation, since the applied method required less excavation. When such a system was implemented, the number of “cold bridges” in the foundation area was reduced to zero.

Bushbury Hill School. Foundation thermal insulation. Photo courtesy of Architype

Bushbury Hill School. Foundation thermal insulation. Photo courtesy of Architype

To get rid of “cold bridges” at the junctions of structural elements, the architects came up with the idea of ​​dividing the building structure into internal and external parts. The entire interior of the structure is completely wrapped in a layer of thermal insulation, called a “blanket”, and therefore completely sealed. Moreover, the thermal insulation of the foundation adjoins the thermal insulation of the walls, creating a closed loop, which made it possible to completely solve the problem of “cold bridges”. However, due to this decision, visors, canopies and similar facade elements had to be attached to additional external structures that were not connected to the main frame.

Bushbury Hill School. Foundation and wall joint © Architype

Special attention has been paid to simplifying structural joints. The design team had to work hard to find a balance between heat loss through windows and solar radiation, which is important for passive heating, which ultimately led to strict control of all windows and doors in the building.

All materials used in the construction of schools are environmentally friendly and most of them were produced in England, which minimized CO2 emissions from the transport of materials. We also used Warmcell, a thermal insulation made from recycled newsprint.

In the first month and a half after the completion of construction, the architects visited their schools every week (then once every two weeks and once a month) in order to monitor the functioning of all systems and understand how its inhabitants feel in the building. In addition to measuring the amount of energy consumed, CO2 levels, temperature and humidity, Architype asked all school staff to take notes on how the building “works” and how they feel in it. All this information was collected and discussed at meetings with contractors in order to improve future projects.

Thus, in one of the first school projects, it was found that the level of consumed primary energy significantly exceeded the norm. This was caused by the presence of heating in the sprinkler pump room, which was not thermally insulated. On the other hand, during the monitoring, the architects found out that the ventilation system with heat recovery contributes to the fact that children are more attentive in the classroom, as they breathe fresh air.

Since the building is perfectly insulated and airtight, one domestic boiler is enough to heat it, which is usually used in apartments in England, but during the design, the school technical service asked to install a second, additional boiler – which later, of course, turned out to be superfluous. The commission that checked the building drew attention to the fact that, despite the cold weather, both boilers were turned off – because even without heating, a comfortable temperature was maintained inside the building.

Throughout the monitoring period, which lasted a year, the architects told the staff of their schools how to correctly use the lighting, ventilation and other systems in such an unusual building and even published an illustrated “user’s manual”. Architype also spent a lot of time explaining to students why energy is needed, where to get it and, most importantly, how to save it. Schoolchildren were also allowed to make comments to teachers if, for example, they forgot to turn off the lights. Children came from such a prospect to complete delight, which cannot be said about teachers.

Bushbury Hill School. “User’s Guide” © Architype

Bushbury Hill School. “User’s Guide” © Architype

Based on the results of the year of monitoring, it turned out that the “passive” school buildings of Architype did indeed consume no more than 14–15 kWh/m2 per year, while earlier schools of the same architects consumed 40–50 kWh/m2 in year; however, ordinary schools in England do spend 100 kWh / m2 per year.

Analyzing the entire process of creating and implementing the project, we can conclude that success is largely due to the well-coordinated work of the entire team: the customer, with whom Architype has been cooperating for many years, the contractor, architects and designers. Numerous meetings and negotiations allowed all team members to clearly understand from the very beginning what is being done and why. A huge number of checks and tests were also carried out, including a smoke test that determines the tightness of the building.

Bushbury Hill School. Photo © Leigh Simpson. Contributed by Architype

Architype has been able to achieve amazing results by using the Passivhaus standard as a design tool and not spending any extra money on energy efficient technologies at all (although Passivhaus buildings usually pay for themselves quite quickly anyway: on average in 5-10 years depending on energy prices ). By basing their workflow on observing what “works” in a building and how, these architects strive for quality by simplifying the building itself and its details, while proving that energy efficiency is not at odds with beauty and elegance. As the musician Charles Mingus said, “The complexity of simplicity is commonplace. And the simplification of complexity is creativity”: this is the philosophy that the Architype workshop adheres to.

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