Goodlettsville Elementary School

Project Statement

The design began during a time when nothing took place in a normal fashion or in a normal time and place – the pandemic. Excitement over the creation of a new facility for such a special school as Goodlettsville Elementary School pushed through the uncertainties and challenges in an extraordinary way. The design process always takes its own unique path, but this particular path found the design team sketching, collaborating, emailing and presenting early schemes from their bedrooms or living rooms at home. Visits to the existing building to ascertain program requirements and take measurements through masks introduced GMC to teachers diligently working alone in their classrooms, teaching remotely to their students.

One additional challenge was upon demolition of the existing building, it was discovered that there were unsuitable soils on the site. This discovery ultimately led to there being a 3-month delay from notice to proceed to actually beginning construction. Once the soils were removed, and construction resumed, RGA had to build the school within the shorter timeframe. Due to school starting in August of 2023, there was no ability to move the opening date and construction had to be completed on time. With excellent project management by the Superintendent and Project Team, construction was completed and the school opened on time for the 2023-2024 school year.
The school is a relationship-centered learning community of students, parents, teachers and staff with rigorous, social-emotional and academic expectations. The ‘academic houses’ led to the redesign of the school logo and color scheme, which became a guiding principle throughout the school’s design.

Sustainability was an important factor when considering the build. The building and site employ a number of sustainable design features considering stormwater quantity & quality control, construction waste management, and the use of recycled content & materials. Additionally, the building was designed with low emitting ceiling materials, enhanced acoustical performance, implementation of a storage and collection of recyclables program, and high-efficiency vertical geothermal heat pump air handlers, with 100% of outside air units connected to geothermal bore fields.

The interiors were also thoughtfully designed to be sustainable with various features such as low-voc paint and epoxy; rapidly renewable and local/regional materials; and low emitting adhesives, sealants, and furniture. Other attributes of the interiors include ceramic tile with pre/post-consumer recycled content, recycled rubber carpet backing, and high-efficiency variable volume kitchen hoods with a variable volume gas fired make-up air system.

Framework for Design Excellence Narrative

At the very commencement of the project, first discussions among the design team centered around design excellence as an overall objective, and as a leading theme to be measured throughout the design process and extending through construction and school occupancy.  Framework for this driving priority was constructed around three primary objectives:  strong and clear image for the community; organizational clarity and efficiency for the school; and meaningful interior and exterior design features to promote effective learning for the student population and toolset for teacher and staff success.


Image for the Community:

As a replacement facility prominently sited on the same property as the deep-rooted original school, importance was placed on visibility of the new school, context with the neighboring library, richness of expression as a vibrant elementary school, proper vehicular and pedestrian circulation patterns and the ability to express outdoor learning spaces, elements and playground areas.


Organizational Clarity:

The building layout is designed in such a way to clearly identify entry points on the exterior, give clarity and ease of understanding to movement throughout the corridors and ensure organization of program areas is sensible and intentional. Separation of entries allows efficiency of operational aspects of drop-off and pick-up – bus, car, visitor – as well as distinct access points for pre-school, events and service. The interior circulation system is prominently oriented beginning with the grand lobby space adjacent to administration and media center, through the straightforward arrangement of instructional areas on two levels, and to the rear of the facility housing music, physical education, stage and dining areas.  Meeting the square footage standards of the school district requirements is accomplished in the efficiency of the overall layout.


Meaningful Design Features:

The design team, in conjunction with the school, prioritized exceptional design as the standard for the project, marrying important features on both the exterior and the interior of the facility.  The colorful and sophisticated use of metal panels, brick selections and graphics on the exterior display that this is a vibrant elementary school, a fun place to learn and teach, and an important work of architecture for the school district.  A slide within the main lobby, spiraling from the second level to the main level, is a design feature first-stated as important by the principal and school leaders.  Used for special student behavior or achievement and special occasions, this element is one of many in the facility that expresses the special nature of the learning environment at GES.  Within the media center, throughout the corridor system, and in multiple exterior garden locations, special education needs are met in sensory experiences.  Use of color is carefully and strategically woven throughout the interior and exterior of the building.


Performance in the Context: A+ Report Card

Clearly stated goals, established early in the design process, for image, organization and design, were achieved with immediate success noted by the principal and school leaders upon occupancy of the building. The ribbon cutting celebration included expression of praise for the facility from notable political leaders from the city, school board and district leaders, and other community leaders.  First school days brought about a proven positive response from parents and students, faculty and staff – comments and feedback that continued throughout the new facility’s inaugural year.