Gilroy Unified School District Facilities Master Plan

Equipment: Lab stations with integrated sinks, gas, and electrical outlets; lockable storage for chemicals and glassware; emergency eye wash and shower stations; mobile demonstration cart with utility hookups; data acquisition devices such as Vernier or PASCO sensors; interactive displays; AV and projection capabilities; safety signage and alarm systems; fire blankets and chemical spill kits; fume hoods and chemical-resistant sinks. Seamless integration of educational technology including AV tools, digital collaboration systems, and science-focused data systems.

Finishes: Seamless, chemical-resistant epoxy or vinyl flooring with coved edges for easy cleaning; phenolic resin or epoxy resin countertops; cleanable and impact-resistant wall finishes; high air exchange HVAC with temperature and humidity control; acoustical ceilings with high NRC ratings.

Furniture: Fixed perimeter lab benches; mobile central workstations; heavy-duty stools with adjustable height and footrests; teacher demonstration table with mobile AV; lockable equipment carts; integrated storage cabinetry; mobile fume hoods if possible.

Activities:

• Hands-on experiments in biology, chemistry, and physics
• Teacher-led science demonstrations
• STEM project construction and prototyping
• Use of sensors, probes, and data collection devices
• Group scientific inquiry and collaboration
• Safety protocol training and demonstrations
• Scientific drawing and labeling activities
• Presentation and defense of scientific findings
• Research activities using tech-enhanced tools

Design Objectives: Enable inquiry-based learning and hands-on experimentation with a high standard of safety and visibility; balance lecture and active lab use; accommodate small group scientific investigation. Include biophilic and sensory-supportive design strategies to improve comfort and engagement. Ensure inclusive access to science spaces for students of all physical and cognitive abilities, incorporating adaptable lab configurations.

Organization: Central instructional zone visible to all stations; clear zones for chemical and equipment storage, group instruction, lab safety, and project storage; prep room connected via secure access; integration with adjacent science classrooms or shared labs for interdisciplinary access.

Equipment: Program-specific systems such as culinary range hoods and prep sinks, computer-aided design (CAD) stations, 3D printers, laser cutters, automotive lifts, AV rigs, green screens, or digital editing suites; secure equipment storage with charging capacity; dedicated HVAC systems for specialty needs (dust collection, ventilation, etc.); utility infrastructure scaled to meet program demands, including 220V power, data, and specialty exhaust. Seamless integration of educational technology including industry-standard hardware and software, simulation stations, and digital collaboration platforms.

Finishes: Impact- and stain-resistant industrial-grade flooring (e.g., sealed concrete, rubberized flooring); wall panels that allow mounting of tools or media; writable and tackable surfaces for project planning; robust power distribution including 220V outlets; ample lighting including task lighting.

Furniture: Height-adjustable industrial worktables; ergonomic stools or high chairs; modular team collaboration tables; mobile carts and lockable cabinets; student display surfaces; studio-style breakout pods.

Activities:

• Hands-on career-focused learning and certifications
• Fabrication and prototyping (e.g., woodworking, culinary arts, engineering)
• Digital media production and editing
• Industry simulations and role-play scenarios
• Collaborative team projects
• Safety demonstrations and drills
• Portfolio development
• Industry guest speaker sessions or demonstrations
• Cross-disciplinary integrated projects
• Culinary, ceramics, FFA, theater, and computer science CTE strands

Design Objectives: Provide real-world environments mirroring industry practices; support individual and group project-based learning; enable storage and maintenance of specialized equipment safely and efficiently; ensure infrastructure is scalable and aligned to evolving industry-standard utilities and technologies. Support shared use models, dual enrollment, and pathway alignment with post-secondary and community partners. Ensure full inclusiveness in CTE access, with designs supporting learners with diverse physical, linguistic, and academic needs.

Organization: Defined zones for instruction, fabrication, collaboration, and demonstration; clear safety pathways and emergency exits; visibility from instructor station to all work areas; equipment set up to support both guided instruction and independent exploration.

Equipment: High-speed data infrastructure; fixed and mobile digital media production equipment; self-checkout kiosks; projection systems; device lockers and recharging stations; integrated public address and paging systems; security and access control. Seamless integration of educational technology including AV tools, digital collaboration hubs, mobile tech kits, and content creation studios.

Finishes: Layered lighting for reading, collaboration, and display; durable carpet tile or other soft, acoustic-friendly flooring; sound-absorbing wall and ceiling treatments; branding and graphic walls for inspiration and wayfinding; furniture zoning indicators.

Furniture: Book stacks with flexible shelving; various seating styles—lounge, café-height, study carrels; semi-private booths for small group collaboration; large-format tables for project work; rolling whiteboards and displays; circulation desk and consultation counters.

Activities:

• Independent reading and research
• Small group study and tutoring
• Multimedia production and editing
• Digital and media literacy instruction
• Maker activities or open labs
• Guest speaker and author events
• Study hall and after-school academic support
• Student exhibitions and displays
• Group project collaboration

Design Objectives: Support independent research, peer collaboration, digital literacy, and multimedia production; create a hub of activity and academic support; integrate traditional literacy with future-ready learning; redefine libraries as flexible, collaborative learning environments. Address student needs for “third spaces” to decompress, transition between activities, and engage in informal learning through library lounge and breakout zones. Design shall support full accessibility and inclusion for all students.

Organization: Zoning by noise and activity level—quiet study, collaborative, maker/media production, tutoring; visual and physical access to staff and resources; ADA compliance in circulation, shelving, and furniture access; flexible space that allows conversion for after-hours events or classes.

Equipment: Touchless POS terminals; digital menu boards; integrated AV and wireless systems; energy-efficient lighting and daylight controls; hydration stations; microwaves or vending areas; weather-protected outdoor electrical access; permanent and modular shade structures for outdoor areas.

Finishes: Impact-resistant wall panels; slip-resistant, cleanable flooring with distinct traffic path design; graffiti-resistant outdoor finishes; lighting integrated with daylighting features (clerestories, overhangs); acoustic ceiling clouds indoors.

Furniture: Communal and private seating (banquettes, high-top tables, courtyard benches); outdoor-rated modular lounge pieces; cafe seating with umbrellas or shade structures; bar-style counters for socialization; planter-based seating for greenspace integration; durable weather-resistant seating and tables.

Activities:

• Student meals and nutrition breaks
• Peer socialization and free time
• Club meetings and casual collaboration
• Small performances or open mic events
• Outdoor learning or advisory periods
• Quiet study during off-periods
• Community meal events or family nights
• SEL support activities or peer mentoring
• School spirit events and rallies

Design Objectives: Encourage safe and inclusive social interaction and healthy eating; provide indoor/outdoor options for rest and connection; support behavioral health and wellness goals; promote shaded and protected dining and social zones. Rebrand social spaces near administration, libraries, and cafeterias as “Living Rooms” to enhance comfort and reduce stigmas for all students.

Organization: Multiple zones for quiet reflection, large group dining, and informal peer interactions; optimized line-of-sight for supervision; integrated with circulation routes to and from instructional spaces.

Equipment: High-capacity lighting grid; digital sound mixing board with remote control capability; acoustic reflectors and absorption panels; wireless microphone systems; rigging and fly systems; projection screens or LED walls; backstage communication system.

Finishes: Acoustic wall and ceiling panels tuned for voice and instrumental performance; wood or sprung resilient stage floors; stage curtains and backdrops; low-glare audience finishes; sound-lock vestibules and heavy-duty acoustic doors.

Furniture: Auditorium seating (fixed or retractable); orchestra pit furniture; risers and platforms; mobile scene shop furnishings; green room and dressing room accommodations.

Activities:

• Theatrical and musical performances
• Stagecraft and set construction
• Instrumental and vocal music rehearsals
• AV production and lighting training
• Public speaking or debate practice
• Dance and movement activities
• Film screenings or assemblies
• Guest performances or artist residences
• School-wide presentations and ceremonies

Design Objectives: Enable professional-level performances and curriculum-aligned activities; serve both school and community use; support collaboration among disciplines (music, drama, digital arts). Ensure equitable access to performance spaces and foster community-building through the arts. Provide inclusive design that accommodates all performers and audience members, including those with mobility and sensory needs.

Organization: Logical adjacency of auditorium, black box, dressing rooms, and scene shop; clear backstage circulation; dedicated entry for community events; access control between public and private areas.

Equipment: Digital scoreboards; wireless sound systems; integrated video capture and analysis tools; hydration stations; wall-mounted fitness displays; weather-resistant AV infrastructure for outdoor fields; shade structures; synthetic turf systems; press box infrastructure.

Finishes: Durable, slip-resistant sports flooring (wood, rubber, or turf); resilient wall coverings for ball impact; acoustic treatments in indoor spaces; cleanable and graffiti-resistant finishes in locker rooms and restrooms.

Furniture: Bleachers (indoor and outdoor); scorer’s tables; team benches; portable seating; fitness equipment stations; wrestling mats; modular seating for weight rooms and cardio areas.

Activities:

• Physical education classes and team practices
• Intermural and competitive athletic events
• Strength training and cardio workouts
• Wrestling, dance, and martial arts classes
• Athletic leadership or student-athlete advisory groups
• Community sports events
• Video review and performance analysis
• Inclusive recreation and adapted PE
• School-wide wellness events or challenges

Design Objectives: Provide modern, inclusive, and equitable facilities for diverse physical activities; support social-emotional wellness, physical fitness, and school pride. Incorporate spaces like dedicated weight rooms, wrestling areas, and multipurpose gym zones. Include synthetic turf where appropriate for safety and durability. Ensure accessibility and universal design across indoor and outdoor athletic environments, including viewing areas.

Organization: Clear wayfinding between indoor and outdoor athletic zones; storage for PE and team equipment; integration with locker rooms and trainer areas; separation of community-use access from school-only zones.

Equipment: Access control systems; integrated PA and communication systems; secure file storage; high-speed data and wireless connectivity; energy-efficient lighting controls; video surveillance monitors; staff workstations with dual monitors. Educational technology includes interactive displays in meeting spaces, secure printing/copying systems, and virtual conferencing tools.

Finishes: Professional yet welcoming finishes including acoustic ceilings, durable carpet tile or LVT flooring, wood or metal casework; accent paint colors or branding graphics to distinguish reception and welcome areas; tackable and writable wall surfaces in meeting rooms.

Furniture: Ergonomic staff chairs and desks; soft seating in waiting areas; conference tables with integrated technology; work counters and cubicles with storage; lockable file cabinets; ADA-accessible reception desks.

Activities:

• Reception and visitor check-in
• Parent and family engagement meetings
• Staff collaboration and planning
• Administrative tasks and record keeping
• IEP and support team meetings
• Counseling sessions
• Virtual or hybrid meetings
• Emergency response coordination

Design Objectives: Create a secure, welcoming environment that supports operational efficiency, family engagement, and staff well-being. Facilitate smooth school entry and controlled access while providing inclusive and private areas for sensitive discussions. Ensure staff workspace is collaborative and technology enabled.

Organization: Clear public and private zones; direct access from site entry; visual control of main entry; adjacency to counseling and student services; access to staff lounge, copy room, and meeting areas.

Equipment: Outdoor lighting with photocell controls; integrated bell and PA systems; campus-wide Wi-Fi infrastructure; hydration stations; security cameras; signage with digital and graphic components.

Finishes: Durable, low-maintenance exterior paving and surfacing; clear and consistent site wayfinding; landscaping with native and drought-tolerant species; shaded outdoor gathering zones; secure fencing and gates.

Furniture: Benches, trash/recycling units, bicycle racks, outdoor learning seating (e.g., stone or wood circles, amphitheater risers), covered outdoor tables; integrated planters for educational gardens.

Activities:

• Arrival and dismissal coordination
• Outdoor learning and instruction
• Student gathering and socialization
• Recreational use and informal athletics
• Emergency drills and response
• Community events and family nights
• Safe pedestrian and bike access
• Outdoor performances or exhibitions

Design Objectives:

Promote student safety, accessibility, and outdoor engagement; ensure clear pathways and circulation; support supervision and controlled access; extend learning to outdoor environments; reinforce school identity through landscape and signage. Site design shall support environmental literacy through native planting, outdoor learning zones, and reduced water and energy use.

Organization: Entry plazas with secure access; defined bus, car, and bike circulation; visible and ADA-compliant routes to major indoor and outdoor zones; integration of natural shade, social areas, and outdoor learning with academic areas.

Equipment: Interactive whiteboards or panels; sound field amplification systems; adjustable-height mobile teacher station; assistive technology tools (e.g., speech-to-text devices, visual aids); student communication systems; secure storage for specialized learning tools and mobility equipment. Seamless integration of educational technology including AV tools, adaptive software platforms, and device-charging systems.

Finishes: Calming, neutral color palettes; acoustic wall and ceiling panels to reduce sensory overload; non-slip, cushioned flooring (e.g., rubber, cork, or carpet tiles); wipeable wall surfaces; soft lighting options including dimmable fixtures; tactile surfaces for sensory engagement.

Furniture: Height-adjustable desks and tables; sensory seating (e.g., wobble stools, bean bags, rocking chairs); mobile storage for individualized learning materials; flexible arrangements for individual and small-group instruction; partition panels for privacy or calm-down zones.

Activities:

• Individualized and small group instruction
• Speech and occupational therapy sessions
• Assistive tech-based learning and communication
• SEL-focused learning and reflection
• Inclusive co-teaching with general education classes
• Transition and life skills instruction
• IEP meetings and family conferences
• Sensory integration activities
• Therapeutic support sessions

Design Objectives: Create inclusive, dignified, and flexible learning environments tailored to meet diverse student needs across the spectrum of disabilities. Spaces must support academic, behavioral, communication, and social-emotional goals. Emphasize safety, calmness, adaptability, and integration with general education classrooms. Design shall enable co-teaching, push-in and pull-out services, and support the full inclusion continuum.

Organization: Proximity to general education spaces for inclusion opportunities; access to quiet rooms, therapy spaces, and accessible restrooms; visual supervision while maintaining privacy; controlled lighting and acoustic zoning; dedicated entry for therapeutic staff and services.