Eisenhower High School

Decatur PSD #61 | Decatur, Illinois
<h2>Eisenhower High School</h2>

The aspirations for the project were discovered during a collaborative process for the development of the educational specification. 100% of the existing building was remodeled, and approximately 10% of additional program space was added to complete the transformation. New program spaces such as a recording studio, media bars, fitness and wellness areas, which naturally engage students, were added.

 

21st century spaces support students as they work:

  • peer to peer
  • in small groups
  • in traditional directed instruction
  • in large groups
  • through active learning activities
  • using a project based learning approach
  • using critical thinking and problem solving skills
  • to develop their creativity skills

 

Features
  • Award of Distinction, Exhibition of Educational Environments: IASB/IASA/IASBO 2014 Conference
The Challenge

At 50 years old, the Eisenhower High School for the Decatur Public School District was physically worn, and functionally ineffective.

The Solution

The school district conducted a community engagement planning process to determine how best to meet the current and future educational aspirations of the community.

"It was very important to the families and community members of the District that the renovated facilities demonstrate a collegiate atmoshpere where students could participate in collaborative learning activites. Our high school renovations exceeded the expectation of our students, staff, and community."

- Lisa M. Taylor, Former Superintendent​, Decautr Public School District 61

Primary design goals.

Develop an environment that supports student achievement, using “Evidence Based Design” as the filter to determine which design concepts should be incorporated.

Develop a student centered environment; one that engages students in their learning: This environment would be technology rich and flexible.

Create an environment that facilitated educational excellence: By creating four small learning communities, each with its own Assistant Principal and offices, there is distributed leadership and support throughout the academic areas.