D U LU T H TOWNS HIP C O MMU N I T Y C E N T E R A N D

N ORT H S HOR E COM M U N I T Y SC H O O L : MA ST E R P LAN

DECEMBER 2008
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 A CK N OWL ED GEM EN TS
This project was produced and completed by The Center for Changing
Landscapes, College of Design, College of Food, Agricultural, and Natural
Resource Sciences at the University of Minnesota.

The project team included:

Mary Vogel, Co-Director
Roger Martin, Senior Research Fellow, Professor Emeritus
Laura Detzler, Research Fellow
Nichole Schlepp, Design Coordinator

Special thank you to:

Sue Lawson, Planning Director, Duluth Township
Dave Mount
Paul Voge, LHB

Funding for this project was received in part by the Coastal Zone
Management Act, by NOAA’s Office of the Ocean and Coastal Resource
Management, in cooperation with Minnesota’s Lake Superior Coastal
Program.

This publication is available at http://ccl.design.umn.edu/.

For alternative formats, direct requests to:

Center for Changing Landscapes
151 Rapson Hall
89 Church Street
Minneapolis, MN 55455
612.624.7557

©2008 Regents of the University of Minnesota. All rights reserved.

The University of Minnesota is an equal opportunity educator and

employer.

Printed on recycled and recyclable paper with at least 10 percent post

consumer material.
TABLE OF CO NTENTS

INTRODUCTION 5-7
Project Description 6-7

THE SITE 9-15

Existing Conditions 10-11

Photo Analysis 12-13

Identified Needs 14-15

MASTER PLAN 17-31

The Plan 18-19

Phasing

Phase One: Fix Site Drainage 20-21

Phase Two: Core Site Grading 22-23

Phase Three & Master Plan Components 24-25

Grading For Stormwater Run Off 26-27

Swale and Rainwater Garden Design 28-29

Native Plants 30-31

APPENDIX 33-52
Work Plan 34

Meeting Notes May 2008 35-36

Site/Topographic Survey 37

Proposed Building Comprehensive Plan 38-39

Preliminary Design Concepts 40-51

Alternate Final Plan 52-53

Plant Lists 54-56

RESOURCES 57
• I N T ROD U C TION

PROJECT DESCRIPTION
•
 P R O JEC T D ES C R IPTION

PROJECT GOALS

The project goals were to work with the community and the school to
create a master plan that:

Uses a participatory process that engages and creates consensus

among community members, officials, and the school on the site’s
future directions,

Looks holistically at current and future needs,

Locates future site developments, and

Empowers future fund raising efforts to implement the plan over

time.

SCOPE OF WORK
The design/planning team completed an initial investigation and analysis
that identified existing conditions and outlined a site program; created
three design concepts driven by site opportunities and constraints and
programmatic considerations; created a preliminary design for feedback;
and completed a final design. For a detailed description of the process see
Work Plan in the Appendix.

COMMUNITY PROCESS
The design team worked with community members, community officials,
school staff and students to identify community and school needs and the
challenges and opportunities associated with those needs. Feedback was
received in a series of public meetings. Meetings were also held with the
fourth, fifth, and sixth grade students in addition to a meeting with the
school staff. The program was developed, the design concept to pursue
was chosen, and the preliminary design was critiqued at these meetings.
For a listing of needs identified at the initial meetings see Community
Meeting Notes May 2008 in the Appendix. The Design Concepts are also
in the Appendix.
Meeting October 28th, 2008

PROJECT DESCRIPTION 7
• T HE S ITE

EXISTING CONDITIONS

PHOTO ANALYSIS
••
IDENTIFIED NEEDS
•
 T H E SITE

EXISTING CONDITIONS

The Duluth Township Community Center and Community School site is

located at the intersection of Lismore Road and Ryan Road, the location
of the former North Shore Elementary Public School. The site is owned
by Duluth Township; it is leased to the North Shore Community School,
a kindergarten through six-grade charter school with about a 260 student
enrollment. Besides accommodating the North Shore Community School,
the site is a gathering place for community events and community athletic
games.

The 38 acre site consists of a school/community building; woodlands with a

creek and footpaths; outdoor recreational areas that include a skating rink,
a small garden, fields for playing soccer, softball, basketball, tetherball,
and parking areas. The site survey is in the appendix.

Currently the Duluth Township Community Center and North Shore School
Campus is characterized by:

A number of individual separate elements that are used by the

community and the school,

Poor stormwater runoff management generated by the current grading

and the site’s clay soils,

A desire to expand the building over time, and

A desire to use the site more effectively as a community and school

asset.
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EXISTING CONDITIONS 11
 T H E SITE

PHOTO ANALYSIS

A temporary classroom building is set on a concrete slab east of the

main building.

Clay soils and ineffective grading characterize much of the developed

site.

The rainwater garden and a drainage trench are located east of the
school building.

The main building entry is set back off Ryan Road.

A greenhouse and garden are resources for the environmental

curriculum.

Playing fields for a variety of sports occupy a large part of the site’s
developed areas.

The site’s large wooded area provides opportunities for environmental

education and demonstrations of forest management practices.

Currently a series of trails pass through the woods.

A creek runs long the site’s western edge.

Temporary Classroom Building

Possible Pond Area Rainwater Garden

School Entrance

Forest Trails

Farm fields

Greenhouse

Uneven Play Fields Creek

PHOTO ANALYSIS 13
 T H E SITE

IDENTIFIED NEEDS

The following needs were among the many identified in meetings with the
community members and officials and school students, staff, and parents.
The needs include:

A coherent campus wide pathway system,

Upgrading and/or maintenance of structured play areas,

The relocation of the playing field for the youngest soccer players,

An outdoor bathroom facility,

A picnic pavilion,

An outdoor classroom,

More storage space for outdoor recreational equipment,

A strategy to use the site’s wooded area more effectively,

More, safe parking spaces, and

Designs/plans that reinforce and extend the school’s environmental

learning emphasis.

For a more detailed list of the needs/desires identified at the meetings see
the Meeting Notes in the Appendix.
RR

Lismore Road

IDENTIFIED NEEDS 15
MA STER PL A N

THE PLAN

PHASING

GRADING FOR STORMWATER RUN-OFF

SWALE AND RAINWATER GARDEN DESIGN

SWALE AND RAINWATER GARDEN PLANTS

INSTALLATION ESTIMATES
 MAS TER P L A N

THE PLAN

The Site Master Plan structures the site to function as a campus for both Gathering Places
a community center and a charter school. It responds to the existing soil The event patio is expanded,
conditions and stormwater run off issues while creating a circulation system
that serves both the community at large and the school community. It A new picnic/outdoor classroom pavilion with storage and adjacent
enhances the unique qualities of the site and adds more facilities. Features toilet facilities is located for access by the community and the
of the plan include: school,

An existing log shack gathering place in the woods remains, and

Circulation Systems
Environmental learning area that over looks the creek is improved.
The main entry on Ryan Road provides access to both the current
building and its planned expansion spaces,
Environmental Features
Expanded parking lots accommodate up to 136 cars,
A grading plan moves stormwater towards rainwater gardens and the
A paved fire truck/emergency vehicle access lane and a pedestrian/ green environmental corridor,
emergency vehicle route encircles the building to accommodate
pedestrian movement and emergency access to all parts of the A heavily planted green corridor is dominant element on the non-
building, wooded portion of the site. It receives stormwater runoff from the
regraded site and cleans it before it reaches a creek,
The service road is off Ryan Road North of the main entry, and
The existing rainwater garden is improved, and a new one is created,
A handicap accessible pathway system knits the site together and
provides a framework for the addition of elements over time, The northern pond/wetland is expanded,

The cistern system for storing stormwater is expanded in the are

north of the school,
Play Areas and Athletic Facilities
An enlarged and improved ice hockey rink with an expanded warming A community and school garden is located by the green,
house is located on the northern edge of the site,
The septic garden is retained and upgraded with plantings, and
Renovated softball/soccer field with bleachers and dugouts serves
both the school and the community, The pathway system along the edge of the woods is expanded to
connect existing trails.
Two separate play areas, one for primary grades and one for 4-6
grades, are located east of the building,

An existing tetherball court is moved and upgraded, and

Two soccer fields are relocated and regraded to enhance their playing
surfaces.
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THE PLAN

• 19
 P H AS IN G

SOLVING THE STORMWATER CHALLENGE: THE GREEN CORRIDOR

Stormwater is a very important site issue because the clay soils and the
current grading cause ponding and run off problems. Stormwater on
playing fields and in other areas creates mud spots and makes playing field
games difficult. The run off brings pollution to the stream compromising
its water quality. The Master Plan solves the stormwater challenge by
regrading the site to make an amenity: The Green Corridor.

Stormwater from a portion of the parking lot and the temporary classroom
building’s roof is channeled into an enhanced rainwater garden. Stormwater
from the playing fields runs off into a swale that feeds a second rainwater
garden. Both rainwater gardens help form a heavily planted Green Corridor
that functions ecologically to clean the stormwater before it infiltrates
or leaves the site to reach a stream. The Green Corridor is not only an
environmental asset, it is an aesthetic and educational asset as well. Is size
and its position between the main built portion of the site and the ball fields
makes it the dominant environmental feature of the non-wooded portion
of the site. Planted with many native plants, its beauty not only enhances
the landscape, it is also a very visible demonstration of an ecologically
sound strategy to treat stormwater. Because of its proximity both to the
school and the playing fields used by the community, the site can be used
for casual interpretation and can be an outdoor learning environment for
the school’s environmental curriculum.

Phase One: Fix Drainage Issues

Phase I work upgrades the existing rainwater garden, adds a rainwater
garden, and begins to create the Green Corridor.

Phase I:
Relocates the storage shed,

Realigns a portion of the fire/emergency vehicle access road/

pathway,

Upgrades the existing rainwater garden,

Creates a second rainwater garden,

Recommends removing and amending the soil in the base of the

rainwater gardens and swales to improve infiltration, and

Adds stormwater plant material in the existing swale.

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PHASE ONE: FIX DRAINAGE ISSUES 21

 P H AS IN G

PHASE TWO: CORE SITE GRADING

The Phase II work addresses the drainage issues that compromise the
quality of the existing play areas close to the building and the soccer field
and adds to and upgrades existing play and gardening areas.

Phase II:
Regrades the entire area to the east and southeast of the building
to create a long swale that channels stormwater run off into the
stormwater pond and Green Corridor;

Completes the grading and the planting of the Green Corridor and
places the picnic/ outdoor classroom pavilion on a site overlooking the
Green Corridor;

Integrates the outdoor toilet facilities and the expanded storage into
the pavilion area;

Creates a series of discrete areas for gathering, play, and gardening

next to the building that include an expanded patio, a play area for K-3
students, a play area for 4-6 students, and an improved garden by the
greenhouse;

Upgrades the athletic playing areas by reseeding and regrading the

sod soccer field, moving the basketball court, installing fencing around
it, and installing a large cistern under the tetherball court/basketball
court;

Creates a circulation system that structures access to the gathering,

play, and garden areas; and

Installs a main circulation/emergency access path between the

outdoor areas and the soccer field.
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PHASE TWO: CORE SITE GRADING 23

 P H AS IN G

PHASE THREE

Phase III completes the Master Plan by: Surface Parking (bituminous or crushed rock)

Expanding the parking lot to accommodate up to 135 more cars, First 25-28 stalls (18-21 added to existing stalls) plus entry from Ryan:
6000 square feet
Moving the small children’s soccer field by Ryan Road to northeast of
the building, From proposed Ryan entry to proposed southern entry (75-84 stalls):
19,200 square feet
Regrading to upgrade the pond/skating rink,
Future expanded lot (26-30 stalls): 9,000 square feet
Adding a rainwater garden on the site of the old soccer field by Ryan,
Site Vegetation
Adding a seasonal retention pond southeast of the Green Corridor,
Trees
Planting a windbreak along the parking lots by Ryan Road, and
Swale and Rainwater Gardens: 40 trees
Completing the woodland trail system.
Parking Lot Screens: 70 trees

Additional site trees: 100 trees

MASTER PLAN COMPONENTS
Shrubs

The following are estimates for the components of the Master Plan to be Swale and Rainwater Gardens: 100
used to obtain cost estimates for the surfaces and the vegetation.
Other: ~100
Surfaces
Trail Extensions Ground Cover

Bituminous Swale and Rainwater Gardens: ~11,200 square feet

750 linear feet of 5 foot wide bituminous trail: 3,750 square feet of
Other: ~20,250 square feet
bituminous surface
Pedestrian Bridges
Bituminous or Crushed Rock
875 linear feet of 10 foot wide bituminous or crushed rock trail: 8,750 Woodland Bridges - one new and replace three existing
square feet of crushed rock or bituminous surface

Mulched
2,900 linear feet of 4 foot wide mulch trail: 11,600 square feet of
mulched surface

Basketball Court

4,000 square feet of concrete or bituminous surface

Patios

Gathering Patio by School: 2,200 square feet of paving

Pavilion Patio: 640 square feet by pavilion

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PHASE THREE 25
 MAS TER P L A N

GRADING FOR STORMWATER RUN OFF

Major grading on the site is needed to move the stormwater generated by

the temporary classroom building, other impermeable surfaces, and the
site’s clay soils away from the play areas and the playing fields to create
surfaces for play, gardening, and gathering. The grading plan manages run
off by creating a series of swales and two rainwater gardens. These areas
infiltrate the water where it is possible to infiltrate it and channel it into
the drainage channel after it is cleaned by plant materials where it is not
possible to infiltrate it.

The drainage plan is not just utilitarian. By transforming the drainage

system into the Green Corridor, it is aesthetic and an educational addition
to the site. The rainwater gardens are heavily planted in order to function
as water cleaning basins. The sides of the ditch are planted to stabilize
them and prevent erosion. By using native plants and installing interpretive
elements, the system can inform community members and students.
GRADING FOR STORMWATER RUN OFF 27
 MAS TER P L A N

SWALE AND RAINWATER GARDEN DESIGN

In order for the swales and the rainwater gardens to function properly the
clay soil needs to be amended or replaced. The section drawing shows
two to three feet of amended soil. In the first two sections the clay soils
are removed and replaced with sandy loam to facilitate infiltration. The
third section shows the insertion of a drain pipe, an alternate strategy for
soils with very poor infiltration rates. Soil tests should help determine
which is needed.
 Swale with Amended Soils

New Rainwater Garden with Amended Soils

Rainwater Garden with Drainage Pipe

SWALE AND RAINWATER GARDEN DESIGN 29

 MAS TER P L A N

NATIVE PLANTS

Native grasses, forbs, shrubs, and trees are to be used in the rainwater
gardens, along the drainage channel, in the windbreaks, and other
areas that call for plantings. Many of these plants can be started in the
greenhouse and the garden.

The current and following pages contain photographs of native plants

that show how they are used in the landscape to provide year round
interest. Plant lists for the rainwater gardens and swales are located in the
Appendix. These lists were modified for the Northern Superior Uplands
Eco-region, a regional ecological classification system developed by the
Minnesota Department of Natural Resources. Plant information and lists
were gathered from Plants for Stormwater Design: Species for the Upper
Midwest.

Building Entry With Native Plants Mixed With a Few Ornamental Plants
April Wetland Native Plant Blooms August Native Plant Blooms

September Native Plant Blooms May Wetland Native Plant Blooms

NATIVE PLANTS 31
• AP P EN D IC ES

APPENDIX A: WORK PLAN

APPENDIX B: MEETING NOTES MAY 2008

••
APPENDIX C: SITE/TOPOGRAPHY SURVEY

A PPEN D IX D : PRELIMINARY DESIGN CONCEPTS 08.27. 08

••
A PPEN D IX E: PROPOSED BUILDING COMPREHENSIVE PLAN

A PPEN D IX F : PRELIMINARY DESIGN CONCEPTS 10.28. 08

••
APPENDIX G: PRELIMINARY DESIGN CONCEPT

APPENDIX H: ALTERNATE FINAL PLAN

••
APPENDIX I: PLANT LISTS
•
 WORK PLAN

This work plan outlines a process for creating a plan/design concepts for
the Duluth Township Community Center/North Shore Community School
site. The work plan is organized by tasks allowing for flexibility in meetings,
community input, and resource gathering.
Step I: Initial Investigation and Analysis
Designation of a local steering committee whose role is to represent
community and the school’s points of view and facilitate communication
between the design team and community stakeholders. At the
completion of the project the committee will develop recommendations
for a preferred site plan/design of the Duluth Township Community
Center/North Shore Community School site.
Information gathering which will include reviewing previous reports,
maps, historic documents and working with the committee and the
school’s students.
Photographic analysis and inventory.
Inventory existing and proposed amenities, sensitive areas, natural
and cultural features, utilities, personal safety issues etc.
Base model and base drawing development.
Initial meeting and site visit: meeting with students during the school
day and holding a community-wide kick off meeting.
Step II Design Concepts Driven by Opportunities &
Constraints
Identify issues and opportunities.
Step IV: Final Design
Final designs: input from the Step III review will inform the final
designs.
The designs will be illustrated in a number of graphic formats including
but not limited to sections, perspectives, plans, and axonometric
drawings to communicate design intent.
The design team will produce a final package of presentation quality
boards. All of the graphic and written material will be made available
in an electronic format.
The final designs will be presented to the steering committee at a
public meeting.
Following the final meeting, a project document will be created and
delivered in hard copy and electronic form. The final deliverables will
consist of:
1 Full size set of final design boards.
3 Reduced versions of the final design boards
3 Bound copies of the final project document
5 Digital versions with all of the above mentioned
Final document will specify the species, number, and quality of landscape
plantings to implement the final design. In addition, description of
landscape elements such as walkways, pavilion structures, etc. will
specify the preferred materials for such structures.

Identify proposed site plan/design options.

Present plan/design options for review and feedback to the local

steering committee at a public meeting.

Step III Preliminary Design

Develop a clear and concise design program based on the feedback
from the steering committee that clarifies the design issues to be
addressed in the preliminary design.

The Design team will produce a preliminary design concept for

review by the steering committee. The program will be addressed
by environmentally sensitive plan/design strategies that protect and
celebrate the site’s ecology and other natural features.

The steering committee and local stakeholders will review the

preliminary designs at a public meeting concluding Step III.

34 A PP ENDI X A : WORK PL A N
COMMUNITY MEETING NOTES
MAY 2008
Needs, wishes, and problem areas in need of improvement were identified
in a series of meetings with community members and school staff and
students. These are listed below.
COMMUNITY INPUT
Needs/Suggested Improvements: safe event parking, a pavilion with
seating, enlarged gardens (rainwater garden, butterfly), an outdoor
restroom, a safe 3-6 playground, handicap accessible trails, dual-purpose
space for parking and other uses, stream access with erosion control, a
warming shack by the ice rink, a horseshoe court, three soccer fields,
a stormwater management/reuse strategy, a rainwater garden/collection/
reuse demonstration, a community auditorium, landscaping (trails, gardens,
shrubs, berries to separate areas), a second well, public use/picnic pavilion
with restroom facilities, a large space for outdoor learning, access/egress
for vehicles for seniors parking, trees, hockey facilities, more classroom
space, enhanced basketball court with a better location, a fence, and an
improved surface.
Modernize, fix up warming shack, expand building for more classroom
space, limestone and level out ice rinks and use them for parking in spring
& fall, community vegetable garden space, school vegetable garden to
use for food/education, underwater rainwater collection system cistern,
prairie/native plants in place of lawns, trees planted to provide shelter from
NW wind, points for looking at change in ecosystems, exercise stations
on trail, bridges/trails over stream for monitoring viewing, wetlands
sewage treatment system, geothermal heating incorporated in pond-
fields, volleyball court, community storage, school storage, expanded and
improved nature trail community picnic site with pavilion, eco-tourism
outdoor class space, windbreak on west to catch snow for watering
fields, reclaim forest ecosystem, butterfly gardens, stormwater run off
managed to get it out of flowing directly into the stream, picnic pavilion
and bathrooms near backstop of softball field, seating near red pines so
folks can watch the game in the shade, parking close by, too many trees
seemingly planted at random, and an expanded, improved nature trail.
Likes: K-2 playground, that the school is open, the woods, the trails,
the stream, the natural areas, the hockey/recreation rink, and the public
recreation fields
Comments: Its seems that this is a school only and not a community
center
Should township hire recreation facilities manager? Someone to take care
of soccer filed, warming shack, etc.
APPENDIX B: MEETING NOTES MAY 2008
SCHOOL
Sixth Grade
Likes: Soccer field, nature trail, all the land (ball court, swings, woods,
soccer field), hacky sack, jump ropes, soccer field, baseball field lots of
space, ice rink, jump ropes, soccer field, baseball field, big woods, swings,
and greenhouse
Needs/Suggested Improvements: Add 4th side to shacks on the nature
trail, basketball court, (expand and improve paving and new fencing), new
volleyball court, soccer field (mark lines and boundaries), fix tetherball
court (expand, paint lines, add new fencing, and new blacktop), tennis
court (enlarge, new fencing, repair surface), football field, new hockey rink
(new goalie area and boards on sides), bigger gym, six wheelers to take
places, indoor play land (rock wall, trampoline, foosball), more swings,
archery range, hockey sacks, big swishy swings, play ground slide, tennis
and badminton courts, more sports equipment (soft balls, basketballs,
etc.), new playground equipment, rock wall, better grass, more play in
woods and creek, ropes course in the woods, and sliding hill.
Would like: Swimming pool with water slide, trampoline, rock wall, ropes
course, obstacle course, pool, football field, archery range for 6th graders,
recess on the nature trail, more places to rest on nature trail, and water
slide.
Fifth Grade
Likes: Open space, greenhouse, river, year-round access, open spaces,
nature trail, ability to ski/snow shoe, tetherball, baseball field, jungle gym,
soccer field, patio, greenhouse, shed, and tennis court.
Needs/Suggested Improvements: Basketball court (have hoops on the
long way, get new basketball ball nets and black top court), better laptop
in the court, fix tetherball, plant grass on dirt, baseball field (correct the
baseball measurement of the bases, and fix up field with sand) soccer filed
(level and remove rocks) basketball court, (repave).
Would Like: Football field, add obstacle course, more tire swings, winter
sliding hill, swimming pool, playground, volleyball court, climbing platform/
rock wall, level all playing fields and improve their surfaces, football field
with goal posts/yard lines, new soccer goals & nets, baseball gravel and
sand for the field, new basketball court, volleyball court, playground
obstacle course, big swings, handicap accessible swings, rope swing,
tower slide, climbing wall, resting benches with backs, outdoor drinking
fountain and bathroom, a playground for the big kids, and a bigger gym.
35
 Fourth Grade
Likes: All the space, soccer field, basketball court, soccer field, greenhouse, upper grades, a third soccer field north of school for small kids, finished
playing field, kick ball, ski trail, three sisters garden, nature trail, playground, soccer & baseball fields, a finished ice skating rink, sledding hill, tree
greenhouse, ice rink, tetherball, basketball court, chickadee landing, ski houses, larger shelter, gazebo classroom, more storage, bench seating by
trail, water trail, playground, tetherball, greenhouse, ice rink, three sisters playing fields and along the trail, color-changing plants on chain link fence
garden, greenhouse, nature trail, and playgrounds. by the boiler room), more playground, sport equipment, and equipment for
those with handicaps.
Needs/Suggested Improvements: Tetherball court, slides, shooter ball
games, tennis court, basketball court, soccer fields (surface, goals and field Building Space Needs: Although the focus of the sessions was the
striping), baseball fields, hockey rink and pleasure rink, stream bridges, campus, several building needs were identified. They included: special
benches for stream visits, and patio. education space, faculty room space it is very crowded, bathrooms needed
now stand in line, soundproof room, windows with screens, large special
Would Like: Tables, umbrellas, chairs, and benches on an enlarged patio, ed room with bathrooms, several small rooms for testing and quiet study
outdoor swimming pool, hot tub, water slide, big kid playground, swings
for older kids, handicap swing with straps or buckles, tire swing, really
high slide, new basketball court, badminton court, jungle gym, monkey
bars, rock wall, improved zip line, fitness station, sand box, better soccer
field and basket ball court, playground for bigger kids 3-6, a flower/food
garden, outdoor bathrooms, larger, more benches, baseball field benches
with backs, outdoor classroom, outdoor water fountain, bathroom for ice
rink, more stream bridges, sledding hill, golf course, outdoors pavilion, an
eating area with picnic tables, candy mountain, fire pit, stove, ant farm,
animal farm, petting zoo, dirt bike track, bikes for nature trail, long hiking
trail, theme park, derby cars & track, merry go round, rollercoaster, and
sports equipment (boxing gloves, more balls, volley ball net, soccer net,
etc.).

Staff
Likes: Woods, nature, skating rink, tree nursery, rainwater gardens,
chickadee landing, trails, out door shelters, playground for primary, rinks,
soccer field, special education lower grade classrooms, greenhouse,
storage shed, skating rink, nature trail including sheds

Needs/Suggested Improvements: Re-do forest management plan to

recognize/emphasize ecosystems, make sure there is continuity with
projects (rainwater gardens not maintained any more), soccer right next
to Ryan Road is a worry (this part of the site would be good for planting a
wind break), upgrade rinks, resurface soccer fields and basketball court,
add a playground for 4-6, make more parking, improve landscaping to
minimize mud in yard, use greenhouse more, upgrade rainwater garden,
add outdoor storage space, and delineate playing fields (lack of distinct
playing fields meshing soccer & football is scary).

Would like: Landscaping, green space, shrubs/tree on the north, wild life
bird corridor, mini parks with open spaces, community picnic site with
pavilion, defined walkways, defined areas (learning play etc, definition of
outdoor areas with signs, borders), expanded trail system (new handicapped
accessible trails, improved nature trail by stream, and more stuff on trail
for teaching), more parking, pick up area near portable classrooms, water
(for land, rink, fire, garden plots, wash station to clean kids), tree nursery,
outdoor restroom, more outdoor classrooms, additional playgrounds (one
for younger children and one for older children), more activity areas for

36 A PP ENDI X B: MEETING N OTES MAY 2008

 SITE/ TOPOCRAPHIC SURVEY
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APPENDIX C: SITE/TOPOGRAPHIC SURVEY

•
37
37
 Building Plan

The North Shore commissioned a comprehensive plan for the building.

The plans for the building’s future expansion are shown on the opposite
page. These plans were accommodated in the Site Master Plan.

•
38 A PP ENDI X D : PROPOSED BUILDING COMPREHENSIVE PLAN
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NORTH SHORE COMMUNI TY CENTER

COMPREHENSIVE PL AN

A PPEN D IX D : PROPOSED BUILDING COMPREHENSIVE PLAN

•
39
 Design Concepts

Three design concepts were developed for the August 27th community
meeting. All of the Preliminary Designs:

Responded equally to the needs and wishes identified in the May

meetings by enhancing existing and creating more outdoor recreation
facilities and amenities for the community and the school,

Created a pedestrian network that defined the site’s separate use

areas,

Provide for pedestrian connections throughout the non-wooded area

of the site,

Created more parking lots,

Developed the Green Corridor as the signature environmental feature

of the site,

Expanded community and environmental education facilities,

Addressed stormwater run off issues, and

Enhanced the existing trail system in the woodlands.

Each concept represented one of three ways of looking at the site as both
a community facility and a charter school.

Preliminary Plan I:
Community Integration

The first concept creates community space as part of the core facility for
use by both the community and the school. It has:

Additional community multi-use space on the northern wing of the

building,

Additional new classrooms to the east and to the south at the

temporary classrooms’ current location, and

Shared enhanced outdoor facilities.

40 A PP ENDI X E: PREL IMINA RY D ESIGN CONCEPTS 08.27.08

Relocated Sid i
/

APPEN D IX E: PRELIMINARY DESIGN CONCEPTS 08. 27. 08

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41
 Preliminary Plan II:
The Separate but Connected Plan
The second concept creates a separate identity for the School and the
Community Center on a site that is shared. When viewed from Ryan
Road, the school and the community building are seen as separate yet
parts of the overall integrated center/school campus. Its distinctive
features include:

A separate entrance off Ryan Road,

A separate parking lot, and

A separate community building that overlooks the Green Corridor.

42 A PP ENDI X E: PREL IMINA RY D ESIGN CONCEPTS 08.27.08

 I'

-,.•... ~ (
Scale: 1· .50.0'

APPEN D IX E: PRELIMINARY DESIGN CONCEPTS 08. 27. 08

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43
 Preliminary Plan III:
Community Identity
In the third scheme, the Community Center and the School are very School wants a stage/auditorium
separate to emphasize their separate identities. In this scheme the
community building and playing fields occupy the southeast corner of the Community doesn’t want to feel like they are treading on somebody
site. The scheme’s features include: else’s land when they try to use amenities at the school – since it is
also a community center and should feel more like it
The community building and playing fields have an entry off Lismore
while the school’s entry is off Ryan, How can the community become more incorporated into the school?

The separate building relates to the woodland, it does not share the The septic mound is expanding 125’ to the east
Green Corridor with the school, and
The community does not need an additional space to meet
Although Community Center’s parking lots are connected to those
In order to get money to do any of the work, it probably needs
that serve the School, it has separate main access off Lismore and a
community functions
minor access off Ryan Road.
Would like but doesn’t need a Folk Art School

Comments from Meeting An addition would be more feasible

Aug. 27, 2008 Possibility of senior housing eventually moving into the area to the
south of the site
Five people came to make initial comments on the analysis and 3
Safety of having ponds?
preliminary designs.
Utilize a geothermal energy source
Preliminary design comments:
Fire lane needed so trucks can access greenhouse behind building in Concern of trees creating hiding places for vandals
case of fire
Add community restrooms in school addition
Must reach toilets with truck to pump
Move ski shack/storage closer so kids don’t have to trek through deep
Should toilets be separate from the pavilion structure? Smell issues? snow with ski boots on

Is there capital to ever build a separate community structure? Have a trail to ski storage that is plowable

Would it make sense for a separate structure if the school may Outer parking lot would be great for the elderly who come to view
someday need to expand into it? games in southern soccer field

The southern section of the site was just regraded/resodded More wind breaks!

Can more of the site’s run-off be collected and stored for use? Is there room for the ditch between the parking and roadway?

Can the building’s north drains be captured and stored for possible Propose less paved parking
fire truck use?

44 A PP ENDI X E: PREL IMINA RY D ESIGN CONCEPTS 08.27.08

'-,

APPEN D IX E: PRELIMINARY DESIGN CONCEPTS 08. 27. 08

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45
 Master Plan: Building Expansion Phase 1

At the community’s direction the design team developed the first design
scheme into a preliminary design that showed the additions on the north
and west of the building. Along with a grading plan and section drawings
it was presented at a community meeting on October 28. The design is on
the opposite page.

•
46 A PP ENDI X F : PREL IMINA RY D ESIGN CONCEPTS 10.28.08
hpanded PondlWetl.nd
De",.,.,.t'"t;on .... th
~;;;;:::,~--

~
Se",ice Court lor

C;"ern lor G. rden

New BleacherS &

-,-,

A PPEN D IX F : PRELIMINARY DESIGN CONCEPTS 10. 28. 08

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47
 Master Plan: Building Expansion Phase II

The site plan with the additional classrooms on the eastern side of the
building are shown on the opposite page.

•
48 A PP ENDI X F : PREL IMINA RY D ESIGN CONCEPTS 10.28.08
Exponded PondlWetland
Domomuoti<>n with

"""""~=-- - - - -- -

Ciste,n 10, Go,den

,-- - - - - - -
.'.
,

A PPEN D IX F : PRELIMINARY DESIGN CONCEPTS 10. 28. 08

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49
 Preliminary Plan:
Increased Open Space

The design team changed the plan based on the comments received at the
October 28th meeting. The pavilion with sports storage and outdoor toilet
were moved, garden space was reduced, open turf area was increased,
the sidewalk was widened to allow for emergency vehicle traffic around
the school, reenforced turf was added for emergency parking, and
parking was rearranged. Slight changes were made to this plan based
on comments from a November meeting where other options for final
building additions were discussed. These changes appear in the final Site
Master Plan on page 19.

50 A PP ENDI X G: PREL IMINA RY DESIGN CONCEPT

bpanded Por>ellWat llnd
Demonstration with

"

School Gard"".

Ci>t~m lor Gorden I

i i

-,,-
APPENDIX G: PRELIMINARY DESIGN CONCEPT

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51
Alternate Final Plan

Following additions to the building, the temporary classroom building may

unnecessary. In this case, the basketball court could be placed on the
existing slab. The tetherball would stay in its current location and a larger
open turf space would be available for the Grade 4-6 play area.

A PP ENDI X H : A L TERNA TE F INAL PLAN

~-------
A'Non l

j i

N... 81.1C~ ."&

•
','

APPENDIX H: ALTERNATE FINAL PLAN

 Stormwater Plant Lists
The following lists are from Plants for Stormwater Design: Species for the
Upper Midwest. Lists were adjusted to only include plants suitable for
Ecological Section 212L - Northern Superior Uplands.

A- Aromatic, BF- Butterfly/Nectar Source, CF- Cut/Dried Flowers, FC- Fall

Color, S- Shade, WL- Wildlife, L- Limited Availability

Design
Rainwater Garden Side Slopes Possibilities
Trees and Shrubs
Aronia melanocarpa Black chokeberry FC
Cornus racemosa Gray dogwood
Viburnum trilobum High bush cranberry FC, WL

Forbs and Ferns

Allium stellatum Prairie wild onion A
Anemone canadensis Canada anemone
Arisaema triphyllum Jack-in-the-pulpit S,L
Artemisia ludoviciana Prairie sage A
Aster laevis Smooth aster BF, CF
Aster macrophyllus Bigleaf aster L
Epilobium angustifolium Fireweed WL
Galium boreale Northern bedstraw CF, L
Heuchera richardsonii Prairie alumroot
Liatris pychnostachya Prairie blazingstar BF, CF
Lilium superbum Turk's-cap lily BF, L
Matteuccia struthiopteris
var. pennsylvanica Ostrich fern S Minnesota Department of Natural Resources
Monarda fistulosa Wild bergamot A, CF, WL
Osmunda regalis Royal fern S
Pycnanthemum virginianum Mountain mint A, CF
Ratibida pinnata Yellow coneflower CF
Smilacina racemosa False Solomon's seal CF, S
Solidago flexicaulis Zig-zag goldenrod S
Solidago rigida Stiff goldenrod BF, CF
Tradescantia ohiensis Ohio spiderwort BF, CF
Zizia aurea Golden alexanders BF, CF

Grasses, Sedges, and Rushes

Andropogon gerardii Big bluestem FC
Bromus ciliatus Fringed brome CF, S
Panicum virgatum Switchgrass CF, WL
Sorghanstrum nutans Indian grass BF

54 A PP ENDI X I: PL A N T L ISTS
Rainwater Garden Base
Trees and Shrubs
Aronia melanocarpa Black chokeberry FC
Cornus sericea Red-osier dogwood WL
Ilex verticillata Winterberry
Viburnum trilobum High bush cranberry FC, WL

Forbs and Ferns

Agastache foeniculum Giant hyssop A, CF
Anemone canadensis Canada anemone
Angelica atropurpurea Angelica A, L
Asclepias incarnata Marsh milkweed A, BF
Aster puniceus Red-stemmed aster BF
Chelone glabra Turtlehead BF
Equisetum fluviatile Horsetail WL
Eupatorium maculatum Joe-pye weed BF, CF
Eupatorium perfoliatum Boneset
Gentiana andrewsii Bottle gentian CF
Iris versicolor Blueflag CF
Liatris pychnostachya Prairie blazingstar BF, CF
Lilium superbum Turk's-cap lily BF, L
Lobelia sphilitica Blue lobelia CF, WL
Lysimachia thrysiflora Tufted loosestrife L
Onoclea sensibilis Sensitive fern CF, S
Osmunda regalis Royal fern S
Physostegia virginiana Obedient plant CF
Pycnanthemum virginianum Mountain mint A, CF
Scutterlaria lateriflora Mad-dog skullcap L
Solidago rigida Stiff goldenrod CF, BF
Thalictrum dasycarpum Tall meadowrue S
Veronicastrum virginicum Culver's root BF, CF

Grasses, Sedges, and Rushes

Bromus ciliatus Fringed brome CF, S
Carex comosa Bottlebrush sedge
Carex crinita Caterpillar sedge S, L
Carex hystericina Porcupine sedge L
Carex vulpinoidea Fox sedge
Glyceria striata Fowl manna grass WL
Juncus effusus Soft rush
Panicum virgatum Switchgrass CF, WL
Scirpus cyperinus Woolgrass
Spartina pectinata Prairie cord grass

APPENDIX I: PLANT LISTS 55

 Design Design
Dry Pond Possibilities Dry Swale Possibilities
Trees and Shrubs Forbs and Ferns
Aronia melanocarpa Black chokeberry FC Anemone canadensis Canada anemone
Cornus racemosa Gray dogwood Artemisia ludoviciana Prairie sage A
Cornus sericea Red-osier dogwood WL Asclepias incarnata Marsh milkweed A, BF
Salix discolor Pussy willow CF Aster puniceus Red-stemmed aster BF
Salix exigua Sandbar willow Euthanmia graminifolia Grass-leaved goldenrod
Spiraea alba Meadowsweet BF Lobelia siphilitica Blue lobelia CF, WL
Pycnanthemum virginianum Mountain mint CF
Forbs and Ferns Verbena hastata Blue vervain BF, CF
Aster lanceolatum (simplex) Panicle aster BF, CF
Aster lucidulus Swamp aster BF, CF Grasses, Sedges, and Rushes
Aster puniceus Red-stemmed aster BF Andropogon gerardii Big bluestem
Equisetum fluviatile Horsetail WL Bromus ciliatus Fringed brome CF, S
Euthanmia graminifolia Grass-leaved goldenrod Calamagrostis canadensis Canada blue-joint grass WL
Liatris pychnostachya Prairie blazingstar BF, CF Carex bebbii Bebb's sedge
Lobelia siphilitica Blue lobelia CF, WL Carex vulpinoidea Fox sedge
Monarda fistulosa Wild bergamot A, CF, WL Elymus virginicus Virginia wild rye WL
Pycnanthemum virginianum Mountain mint A, CF Glyceria striata Fowl manna grass WL
Veronicastrum virginicum Culver's root CF, BF Juncus effusus Soft rush
Panicum virgatum Switchgrass CF, WL
Grasses, Sedges, and Rushes Scirpus altrovirens Green bulrush CF
Andropogon gerardii Big bluestem FC Spartina pectinata Prairie cord grass
Bromus ciliatus Fringed brome CF, S
Carex bebbii Bebb's sedge Useful sod-forming grasses
Carex vulpinoidea Fox sedge Afrostis palustris Creeping bentgrass
Elymus virginicus Virginia wild rye WL Elymus sp. Wheat-grass
Panicum virgatum Switchgrass CF, WL Poa palustris Fowl bluegrass
Spartina pectinata Prairie cord grass

56 A PP ENDI X I: PL A N T L ISTS
 R E S OU RC ES

Books: Photo Credits:

Field Guide to the Native Plant Communities of Minnesota. The Eastern Images from various internet sources:
Broadleaf Forest Province. Minnesota Department of Natural Resources, Page 30, Building Entrance Stormwater Plants, Designscapes, Inc, www.
St. Paul, MN. 2006. dscapes.com/stormwaterdes.htm

Field Guide to the Native Plant Communities of Minnesota. The Laurentian
Mixed Forest Province. Minnesota Department of Natural Resources, St.
Paul, MN. 2003.
Field Guide to the Native Plant Communities of Minnesota. The Prairie
Parkland and Tallgrass Aspen Parklands Provinces. Minnesota Department
of Natural Resources, St. Paul, MN. 2005.
Shaw, Daniel, & Rusty Schmidt. Plants for Stormwater Design: Species
Selection for the Upper Midwest. Minnesota Pollution Control Agency, St.
Paul, MN. 2003.
Page 31, April Wetland Native Plant Blooms, JFNew, http://www.jfnew.
com/images/featured-photos/large-April.jpg
Page 31, August Native Plant Blooms, JFNew, http://www.jfnew.com/
images/featured-photos/large-August.jpg
Page 31, September Native Plant Blooms, JFNew, http://www.jfnew.com/
featured-photo-month.asp
Page 31, May Wetland Native Plant Blooms, JFNew, http://www.jfnew.
com/featured-photo-month.asp

Data:
Special thanks to Paul Voge and LHB for providing the site survey, and
BDP Architects for the proposed building additions.

RESOURCES 57
57