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Board reviews two design concepts for Hartford Academy and new elementary school; schematic design slated for September
Summary
Architects presented two concept schemes named 'Edge' and 'Link' for co‑locating Hartford Academy and a new elementary school at 301 North Fountain Green Road; the board accepted the informational report and staff will return with schematic designs and cost estimates.
Architects and district facilities staff presented two concept designs for a co‑located Hartford Academy and new elementary school on a newly approved site at 301 North Fountain Green Road. The Aug. 12 informational briefing reviewed guiding design principles, stakeholder feedback, site constraints and a high‑level schedule that leads to construction and an anticipated opening in 2028.
The design team described two options — labeled "Edge" (emphasizing a large central courtyard and strong visibility) and "Link" (featuring the inclusive program at the center and several smaller courtyards). Both concepts aim to maximize inclusion and co‑location benefits while maintaining separate, redundant circulation to protect students from elopement risks on the Hartford Academy side.
Architects flagged site challenges: more than 60 feet of grade change across the property, extensive retaining walls, and trade‑offs when siting play fields and dining areas. The team said both schemes accommodate the program and estimated the elementary school capacity at roughly four classes per grade (around 600 students) plus pre‑K and early‑learners programming.
Next steps: staff will bring an architectural scope and fee proposal to the September board meeting to begin schematic design, produce a cost estimate that accounts for retaining walls and grading, and return to the board with a recommendation at the end of schematic design. Construction was described as a multi‑year effort with notice to proceed expected in 2026 and a target opening in 2028.
Board members asked about model‑school components (teacher preparation and observation spaces) and requested metrics to measure how the new facility will support special‑education and neurodiverse learners. Architects noted they had completed an extensive stakeholder engagement process, including nearly 50 meetings with Hartford Academy staff, and referenced a white paper on designing for neurodiversity.
The board accepted the informational presentation and directed staff to proceed to schematic design.
