Video
Applying the Rehab Standards: Schools – Webinar #2
Transcript
Hi, my name is Jennifer Torres and I’m an Architectural Historian with Technical Preservation Services. This training is part of a series dealing with the interpretation and application of the Secretary of the Interior’s Standards for Rehabilitation. This webinar focuses on applying the Standards to historic Schools. This is an advanced training intended for those already familiar with the Rehab Standards, and we assume everyone watching this webinar series already comes to it with that basic knowledge. However, additional information and training about the Standards is available on our website. The content of today’s training, like other guidelines, publications, training, and information available from the National Park Service, is intended to assist in the interpretation and application of the Standards but is not regulatory or binding – for the purposes of the tax incentives program, the program regulations and the Standards themselves take precedence in any decision-making and should always be consulted first.
The project examples included in this webinar are not necessarily case studies. Some have had their facts and circumstances as described in the presentation simplified or adapted to more clearly express the concepts being discussed. Also, in using the information contained in this training, it should be considered in its entirety, and portions not taken out of context. Likewise, the TPS website should always be consulted to make sure you are using the most current version of any published guidance and information.
The content and order of my presentation will be as follows: After the introduction, I’ll talk a bit about schools and the standards in general, and then move on to character-defining features, and then primary and secondary spaces. Within those spaces I’ll show some examples of rehabilitations that met the Standards by embracing the historical significance and character of the property and preserving the features and finishes that continued to convey that significance. Assessing the importance and condition of these architectural elements is the essential component of evaluating any rehabilitation proposal.
Historic schools are pervasive on the American landscape, and an important and recognized component of our cultural heritage. From large cities to small rural towns, schools were often constructed as iconic landmarks of their communities and as symbols of achievement and progress. The architecture of schools runs the gamut of size, style, and materials, and historic schools are often unique in their historic and visual character. However, school buildings have commonalities regardless of their individual styles.
Take for example this not-so-average school, the Open-Air School in Columbus, Ohio. When it was built in 1928, the school reflected the thinking at the time that a building’s design could lower students’ risk of contracting tuberculosis by exposing them to natural light and abundant fresh air in a natural setting. Originally, the plentiful windows were open year-round. Manifesting the importance of the large windows and open spaces, the rehabilitated school is now occupied by a variety of local small businesses that relish the natural light, including a fitness center, restaurant, café, pottery, and a design firm. And the building’s historic character is preserved.
Schools can be sensitively rehabilitated for myriad new uses and meet the Standards when historic character and materials are preserved. They lend themselves well to reuse as housing because they are usually well integrated into their communities, and residential units can easily fit into the perimeter of historic classrooms without major alterations. At the McKinley Elementary School in WI, the 1884 school and later additions were rehabilitated for affordable housing.
On the interior of the McKinley School, the hardwood floors, hallway borrow lights, wide hallways, wainscoting, and many other historic features and finishes fit into the work scope nicely. Creative approaches to using a school’s plan and circulation already in place, like this, can also preserve historic character. Flexibility around maintaining distinctive materials, features, spaces, and spatial relationships can always be exercised.
Understanding the significance of a property is the first step to crafting a successful rehab project. In the example here, School 97 in Indianapolis was unique in its design and innovative for its purpose when it was built in 1936. The Art Moderne style was new in Indianapolis, and the school was the first of its kind in the city to be designed for children with disabilities. Boasting accessible features that would not become standard for many years, School 97 was rehabilitated into market-rate apartments. The school already included a system of ramps and an elevator in addition to stairs. These character-defining features contribute to the building’s significance as an early example of architectural accommodations for special needs students. The apartments today also incorporate the original chalkboards, skylights, glass block walls, and built-in benches.
Historic significance is often conveyed through a school’s character-defining features, among other things. One character-defining feature typical of schools is large windows. The exterior of a school can be characterized by form, size, scale, and materials, and the interior by the circulation path, historic finishes on the floors, walls, and ceilings, and other features like ceiling heights. To a lesser degree, school-specific chalkboards, cloakrooms, and cabinets might be considered character-defining features. The 1951 Immaculate Heart of Mary School is a fine example of a mid-century school building turned residential, where the character-defining double-height entrance and the glass block windows featured prominently in the rehabilitation, as well as many features on the interior.
Character-defining features on the interior of a school besides the plan and circulation might include wainscoting, interior doors and transoms, built-in cabinets, cloakrooms, chalkboards and their finishes, and floors, walls and ceilings. Their character can be influenced by the choice of materials, and by their dimensions, detailing, color, and other surface properties. The 1888 Everett School in IA was rehabilitated for housing, with beautiful historic features and historic stained finishes retained. In this project, electrical conduit was surface-mounted to protect the integrity of existing walls, while other services were concealed within chases, new partition walls, and minimally lowered ceilings in secondary spaces.
The hierarchy of space also plays a part in a historic school’s character. Primary and secondary spaces can be understood as moving through a building in sequence, from the entry rooms or spaces meant for public use, possibly more grand, architecturally detailed, or finished with upscale materials, to somewhere in the interior - private rooms or spaces that are more utilitarian and smaller. Identifying which areas are primary and which are secondary is usually an exercise on a sliding scale. Specific spaces are more likely to lie on a continuum of most to least important, rather than simply falling into one category or the other. Primary spaces usually embody the historic character of a school, and secondary spaces do so to a lesser degree.
The primary spaces of a historic school usually contribute to the character of the school significantly, but they also might not, depending on whether character-defining features and finishes are extant, their condition, any previous alterations, and if those have acquired significance. The primary spaces in schools may include the main entrances, and the lobbies and corridors, although it’s not necessarily the case ALL corridors need to be retained. There is flexibility in all considerations. For example, the corridors at the top right of this plan are technically corridors, but they’re narrow and short and may not contribute to the building’s character as strongly as the others. Each project is evaluated on its own facts and circumstances. And in this case, the little corridors could probably be eliminated or truncated in some way.
Other primary space considerations might be in the cafetoriums, auditoriuma, theater space category, and/or gymnasiums, which can be integrally important to the function of the building as a school. Other spaces to evaluate might be the library or even the principals’ offices, depending on the factors we’ve discussed, such as relative importance, condition, architectural detail, or association with important people or events. However, not all primary spaces are equally distinctive. And we’re not looking for all primary spaces to remain untouched. All proposed treatments and plans are meant to be discussed by the team in the broader context of the entire project.
This happens to be a sample floorplan for a technology-focused Catholic high school, and in this case, the chapel and the communications and manufacturing lab might be primary spaces due to the educational and religious focus of the school. As always, each school rehabilitation solution is based on its unique attributes. The subdivision of school assembly spaces is a great opportunity to employ creative solutions. Because large assembly spaces in schools can be character-defining and primary interior spaces, subdivision can be tricky here. Some things to consider are whether certain features and finishes are architecturally distinctive, whether an assembly space is of historical importance, and/or whether it has retained its character despite alterations and deterioration. Fortunately, many schools have several large assembly spaces with varying degrees of importance, and subdividing a less prominent one might have less impact on the project overall.
This was the case at Waco High School in Texas, where the school complex possessed two assembly spaces, a gym and an auditorium, both with a stage. Built in 1913, it was rehabilitated into 103 apartments. In this project, the auditorium regained its original spatial volume, and the remainder of the room was left virtually intact. In contrast, the team elected to subdivide the gym for apartments and did so in a way that protects the gym’s historic character. Two units were constructed behind the proscenium arch of the stage with the grand curtain drawn, and the unit placement on the floor was pushed into existing space at the sides to maintain sightlines of the depth and height of the space’s open volume.
As you can see here in the finished photo at the bottom right. The center corridor remains sizeable, and the view of open trusses is preserved. Additionally, the full length of the space is maintained from the stage to the exterior wall. This is the view from the stage. Some assembly spaces have important architectural features on the interior and exterior of the building and may be more difficult to subdivide successfully. For example, assembly spaces that have double height windows will need a creative approach for subdividing without compromising the space’s historic character.
This former high school in Storm Lake, IA, also possessed both an auditorium and a gymnasium. When being rehabbed for residential living, the open character of the auditorium was retained in favor of inserting ten apartments into the space of the gym. One 2-story unit was installed behind the proscenium in the auditorium, preserving its character, and even with the double stacked units in the gym, the space is still unmistakably a former gym, as the character-defining features and finishes remain. Skylights were added to the roof to provide natural light to this interior space, and the skylights cannot be seen from ground level on the exterior of the former school. The units are two levels of 1-bedroom apartments. This is a second-floor plan on the left, and the genius of this is that a big interior space with no windows became income-producing residential units instead of the typical community amenity space.
The physical condition of spaces also plays a part in the choice to subdivide. Spaces that are severely deteriorated or have already been greatly altered work in favor of a proposed subdivision because they no longer adequately convey their importance. At Elizabeth City High School in North Carolina, both the auditorium and the gym were heavily modified, which left them with more potential for change. As a result, the auditorium space on the left was divided into multiple units including a double height unit on the former stage. And half of the gym was retained as open amenity area. The introduction of an elevator in the remaining gym kept it out of the primary space of the corridor. Here is the before and after of the gym showing the ‘before’ level of modification and the ’after’ accommodation for the new elevator.
In some cases, the historic significance of an assembly space itself will outweigh other rehabilitation considerations. Douglass High School is individually listed in the National Register for education and for its deep ties to the community in Oklahoma City. The school was renowned for its music program and for hosting notable people who came to address the students and faculty in this auditorium. While the rest of the large schools rehabilitated for apartments, the auditorium remains in its entirety. Today, it continues to serve the community as a popular performing arts venue.
Let’s move from assembly spaces to other possible primary spaces. Because corridors figure prominently in the historic plan of a school, serve as the principal circulation feature and are public spaces as well, corridors are usually considered primary spaces. Retaining them as much as the scope of work allows is a best practice solution, of course with consideration for other factors. Maintaining their length, width, and height, and keeping them free of elevators or other new features helps to ensure that the character is preserved. Plans to radically alter any of these would be worth a conversation with the SHPO or NPS. These two examples show the successful retention of corridors. Historic classroom doors, especially glazed ones, do not typically meet fire-resistance ratings required by a change in occupancy to residential use. A common approach is to keep the original door and use it like a screen door from the corridor or fix it in place open, as in these two examples. A new fire-rated door can be installed on the interior of the unit. This way, the historic doors are retained, and the required fire rating is achieved. Transoms can be walled over on the inside to meet fire code, as in the photo on the right.
For historic corridor doors that are rendered unnecessary by plan changes, the textbook solution is to fix the door closed on the corridor side and cover it with drywall on the unit side. This preserves the character of the hall and the surviving historic fabric of the door and achieves fire separation. Frequently the hardware of the door is removed on the corridor side to show that it is inoperable. The goal is to retain the character of the corridor with its rhythm of doors within the walls.
Fire code often mandates that doors for fire separation be installed where none existed. Where this occurs, every effort should be made to make them as visually unobtrusive as possible. Clear, fire-rated glass with minimal framing is a best practice solution. This is the West Pullman School in Chicago. The 1894 school possessed several sets of monumental stairs that opened onto a central corridor. A full-light fire-rated system was installed within the corridor featuring an operational door in one of the divisions. While these passageways were formerly open, the glass allows for sight-lines through the fire separation to the stairs beyond. Due to cost, this treatment was not repeated on every floor. On others, the separation was partially glazed or was solid without fire-rated glass.
We recognize that full fire-rated glazing might not be feasible or practical in every project, depending on facts and circumstances. Partial glazing, as seen in this Boston school, can also be considered. In this case the historic transom was protected by covering it with fire-rated glass on the corridor side. There are other creative solutions for meeting fire code in corridors, including hold open doors, sprinkler walls, smoke curtains, and fire curtains that drop automatically. Exploring these options with the team and/or asking us for a preliminary review is always welcome.
This is the First Ward School in Elkins, West Virginia. In this rehabilitation for senior housing, the rehab team discovered a solution for another code requirement - accessibility. Built in 1907, this square building featured a tall flight of steps with prominent porticos on three of its four sides. Two of those sides faced streets and were considered primary facades. For their program to work, it was imperative that the building be accessible and have accessible units. The team found their solution at a near grade-level access point under the porch where there was formerly unused space. An ADA accessible ramp was installed, and an entrance created at grade. Apartments were located at this level, and the effect of the change on the school was barely noticeable. Ramps can be sensitively attached to the primary facades of buildings, and considering universal design, architects are planning for all access at primary elevations. As an aside, I know this opening in the photo looks narrow, but it does meet code.
Reaching out to the NPS for consultation in the early stages of planning for your project is always welcome, as other code and regulatory compliance besides fire, life safety, and accessibility might leave you wondering how to best proceed. Some of those challenges might include the mitigation of hazardous materials and seismic upgrades.
Having discussed primary spaces, let’s take a look at secondary spaces. These are usually less detailed spaces with restricted access and are subordinate in character to the primary spaces. Secondary spaces are less critical in defining a building’s character and significance and can support greater change, including subdivision. Secondary spaces in schools most often include the classrooms, utilitarian spaces, and secondary assembly spaces.
When classrooms become living spaces, some of the character-defining features to consider retaining would be the materials on the floors, walls, and ceilings, and usually ceiling heights, and windows. The windows remain principal. Iif you plan to intersect a new partition wall with existing windows, it is best practice to meet at mullions, as seen on the right. Also, unlike typical industrial buildings that often have their structural components exposed, the character of most schools is that of a finished building. While exposed brick is currently a popular design aesthetic, it isn’t typical of most schools, because they usually had finished interiors. While classrooms behind a corridor are more appropriate for major plan changes, sometimes features such as historic trim and woodwork that still exists around the perimeter wall of the school can be incorporated into the rehabilitation plans.
Because classroom ceiling heights are important features, the insertion of HVAC can be accommodated in several different ways to preserve this spatial volume. Ducts and mechanicals could be concealed by lowering the ceilings in the bathrooms, kitchens, or even bedrooms, or by creating soffits that do not obscure windows, as in the photo at the left. When considering all factors, HVAC ducts can even be exposed in former classrooms, as long as they are held tight to the ceiling and painted to match, and again, making sure that the system is held back from the windows, as seen on the right. In this case the exposed systems allowed for the retention of the historic ceiling height. Corridors on the other hand are primary spaces, where generally, there’s less flexibility in accommodating exposed HVAC here.
This is a great example from Nebraska that was in rough condition at the start of the project and was rehabilitated for affordable housing. In these before and after photos you can see a couple of successful strategies for things we’ve been talking about, including clerestory windows walled over on the inside, a glazed fire separation system at the end of the hall, and an ever so slightly lowered ceiling height to conceal MEPs.
Additions are an available option when planning a school rehabilitation, when changes and programmatic needs cannot be incorporated into secondary locations in the building. If that has been determined, an addition is likely the next step. Built in 1905, the Crispus Attucks School saw the addition of a new accessible main entrance, lobby, stair tower, and elevator. The addition is sensitively tucked into an interior corner on the historic rear of the school and is contemporary in design and compatible in material. The new use for the school is an art gallery with studio space.
Additional information on historic schools and the Standards is on the TPS website within the Preservation by Topic index, also from the TPS home page. Listed here are some good ones that might be helpful. These documents further explain some of the facets of school rehabilitations that I have been discussing in this presentation. In summary, this presentation considered the rehabilitation of historic schools and some of the creative ways that specific projects have met the Standards. We talked about what constitutes primary and secondary spaces, the subdivision of assembly spaces, some great fire separation solutions, and accessibility accommodations. We also looked at classroom features, HVAC, and additions to schools. Hopefully you now have a plethora of design ideas and inspiration for your next rehabilitation project for a historic school.
Description
This webinar focuses on historic school properties, including the identification of primary and secondary spaces, subdivision of assembly spaces, treatment of corridors and other primary spaces, and meeting code requirements when converting these buildings to new uses.
Duration
25 minutes, 1 second
Date Created
04/28/2026
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