The project’s inception point was to replace an original aging aquatics facility with a new construct that advanced the functional paradigm of program beyond academic use. This shift would propel the facility’s service into the realm of community-based aquatic activities and premier level competitive swimming in support of athletic excellence. 

To accomplish these goals the design navigated several challenges associated with the cohabitation of new and existing construction including rigorous code compliance criteria, complex foundation systems, and owner-imposed restrictions related to ongoing school operations. The configuration of the building proved challenging given the coincident placement of the new facility over a selectively demolished portion of the aged building. The boundary between new and old simultaneously required code-imposed separation and seamless programmatic integration. Soils were not adequate to accommodate long span, concentrated loading and required incorporation of helical piles and deep stepped foundations. These challenges consumed financial and intellectual resources; invisible in the building’s final form; but necessary in support of establishing the integrity of an essential environment for the final construct. 

At times, the expenditure of public funds harbors a preconceived notion characterized by sensible, conservative building solutions in service of responsibly administering public dollars. This project, while acknowledging this social obligation, sought to serve its community by exponentially giving back what was taken. Simply stated, the project sought to embody pride through responsible use of tax dollars as it invested in the long-term viability and integrity of a public school facility. This project delivered a facility the community can enjoy, take pride in, and established the priority of giving back pleasure in exchange for an investment of public funds. In doing so, this facility embodies the notion that school facilities are for the community, because of the community, and are far more than “houses for learning”.