THE APPLIED TECHNOLOGY CENTER - IBI Group

THE APPLIED 

TECHNOLOGY CENTER 

Montebello Unified School District

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ibi group 

APPLIED TEChnology Center 

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ibi group | Southern California

Applied technology center 

3 

Our Firm 

IBI Group is a multi-disciplinary firm with six offices in California 

specializing in educational facilities for public school districts. With 

hundreds of successfully completed projects, our commitment to state-ofthe-art 

schools places us at the forefront of California’s educational design 

arena. This experience and the lessons learned with each and every 

project have allowed us to hone our skills and increase our knowledge 

base. Today, our clients reap the benefits. With offices in Irvine, Los 

Angeles, and San Diego, ibi Group has a wealth of local professionals 

available to provide comprehensive design services to your District. 

In addition to the services normally associated with school design, IBI 

Group can offer expanded services in four core disciplines: Urban Land, 

Building Facilities, Transportation Networks and Systems Technology. The 

firm offers comprehensive professional services to meet the challenges of 

the 21st century. 

ibi Group has long recognized the value of integrating these four disciplines 

to ensure a holistic approach toward creating innovative and responsive 

solutions for our clients in both the public and private sectors. The 

collaborative nature of our practice insures we can effectively address 

the inherent complexities of school facilities and their integration into 

sustainable communities. 

IBI Group works to positively shape the schools of the future 


Background 

Starting from the District’s mission statement for the Applied Tech Center; “…to graduate students who are prepared to continue 

their learning in a variety of educational settings and to enter careers in a technologically advanced marketplace”, it was decided 

the school would serve 720 full-day students in grades 9-12 and would be organized into four career academies of about 150 

students each, each providing academic and career / technical education. Each pathway was themed to a career pathway with 

an integrated curriculum and housed in it’s own space, organized to maximize learning and encourage collaboration. 

In November, 2004 the voters of the Montebello Unified School District approved Bond Measure EE in an amount of 

approximately $98 million. Additionally, $500 million of CTE grants were available through the state's Proposition 1D 

funding. The Applied Technology Center is one of several construction projects approved by the Board of Education utilizing 

Measure EE funds and hoping to capture a portion of the available CTE grants. The Applied Technology Center will be the 

district's fourth comprehensive high school and will accommodate approximately 720 students. 

A comprehensive planning process was established to provide a vision for the project based on the latest directions and 

practices in education. Dr. George Copa, an eminent educational planner, was retained to facilitate a process to form the 

vision of the school. The Superintendent’s design team was formed to gather input from every corner of the community, 

including students, community members, educators, administrators, parents, and local business / industry representatives. 

This group of 46 individuals met over a five month period in sessions facilitated by Dr. Copa. The result was a comprehensive 

report called the Learning Plan, describing the vision for the school. 

Context: Unlike many schools, the Applied Technology Center is located in an industrial area, not a residential 

neighborhood. The ATC is a comprehensive high school that offers all academic subjects, along with career technical 

education courses drawing from all areas of the community. It is a destination rather than an integrated part of its 

surroundings. The design of the school more closely resembles a research and development facility than it does a typical 

high school. It is intended to look and feel like a workplace, with a sleek, modern industrial image. The four academies 

form around a central outdoor common space where the school community can eat and interact outside their academies. 

Goals: 

• Raise the level of student performance 

• Build positive relationships 

• Be client focused 

• Maintain safe, clean and attractive schools 

• Maximize fiscal resources 

Challenges: 

• Technology needs 

• An era of educational choice and competitiveness 

• Issues of school size and personalizing education 

• Being future oriented, while respecting present realities 

• Optimize the use of our facilities.


5 

Vision: 

• To integrate a traditional high school curriculum into four career pathways using project-based learning strategies. The 

school would need to combine traditional instruction with hands-on vocational training, preparing students both for higher 

education and a career pathway. 

• To create an environment which was transparent and visible, where all activities could be seen and experienced by all 

learners, staff, and visitors. The school would provide an environment of active exploration and creative involvement. 

• To create a place where collaboration and teamwork are encouraged. Faculty and staff would be housed as teams, and 

space would encourage informal learning as part of social interaction and team projects. 

Features: 

• Themed Career Pathways: The building blocks of the school are four career pathways housing 150 students each. Each 

pathway contains hands-on labs, a variety of academic spaces, resource areas, and connecting spaces encouraging 

interaction, collaboration and exploration. 

• Collaborative Space: Corridors are replaced by learning hubs, creating informal social spaces that provide opportunities 

for informal learning, group work, and social interaction. Adjacent to the hubs are faculty offices where teachers are 

housed as a team, academic spaces, and small group areas. 

• Transparent Spaces: The learning environment is designed to make learning visible to learners, staff and visitors. 


Introduction to ibi group 

Planning Process 

What will it take to meet the needs of students today and the future of the 

educational system 

That was the challenge facing the Design Team for the Applied Technology 

Center as they began their work in February 2007 through June, 2007. 

The planning process was created to encourage open discussion and consensus 

building among members. It promoted the development of a coherent set of 

specifications for all elements of the Learning Plan. The process provided 

opportunities for the design team to be briefed on accomplishments and plans 

of the school district that related to each of the design elements. In addition, 

considerable time was spent in making the team aware of new directions and 

practices used in other schools in the United States and internationally. The 

process assisted the design team in identifying areas held in common, 

reaching consensus, and keeping track of future work to be completed in the 

later elements of the design process. 

The preliminary design for the Applied Technology Center’s learning 

environment (facilities and technology) was developed by the IBI Group of 

Architects. IBI Group was represented at each of the Design Team meetings 

by at least two architects. 

These diligent efforts of a wide number of people have resulted in the creation 

of a Learning Plan, a vision for the Applied Technology Center in MUSD. It is 

the District's intent that the learning plan will guide the more detailed planning 

(i.e., curriculum development, staff selection, professional development) and 

more detailed design of facilities for the Center.


7 

PLANNING 

Linking Learning and Working 

Vision Components: 

• Learning Audience • Learning Staffing 

• Learning Signature • Learning Environment 

• Learning Expectations • Learning Accountability 

• Learning Process • Learning Celebration 

• Learning Organization 

• Learning Partnerships 

Design Team: 

• Facilitator: Dr. George Copa of New Designs for Learning 

• Director, Curriculum & Instruction, 9-12, MUSD: Bill 

Whitmore 

• IBI Group Architects: Barbara Helton, Osleide Walker, Tom 

Blurock 

• 46 stakeholders including teachers, administrators, 

educators, community leaders and business leaders. 

• Five sessions over five months to determine the vision of 

the Applied Technology Center 

• Learning Context 

Learning Environment Characteristics: 

1. Hands on laboratories 

2. Versatility and flexibility 

3. Central commons 

4. Small learning communities 

5. Visibility of learning 

6. Inviting and accessible 

7. Access to learning resources 

8. Multiple connected levels 

9. Personal Work Stations 

10. Distributed Support Services 

11. Community outreach 

12. Faculty and staff training 

13. Personal computer 

14. Wireless access 

15. Environmentally friendly 

16. Distance learning capability 


PROJECT LEARNING LAB 

GROUP LEARNING 

SCIENCE LAB 

CR 

CR CR CR 

CIRCULATION 

TYPICAL PATHWAY ACADEMY 

ORGANIZATION PRINCIPLES 

CR CR CR 

SCIENCE LAB 

Traditional Teaching Space 

Single purpose, rigid, opaque 

GROUP 

LEARNING 

PROJECT 

LEARNING LAB 

STUDENT 

LEARNING 

HUB 

GROUP 

LEARNING 

LEARNING 

TEAM 

(Teacher’s 

office) 

SCIENCE LAB 

CR 

CR CR CR 

Student Learning Hub 

CIRCULATION 

CR CR CR SCIENCE LAB 

Collaborative Space 

Multi-purpose, flexible, transparent 

• Corridors replaced by 

learning hubs creating 

information learning space. 

• Teachers housed in shared 

offices to encourage 

collaboration and teaming. 

• Transparent environment to 

make learning visible. 

• Access to resources 

including vocational labs and 

technology. 

• Variety of space for individual 

learning and small groups. 

Student Learning Hub 

Group Learning 

Student Learning Hub


9 

CAMPUS DIAGRAM 

Pathway 

Pathway 

Pathway 

Pathway 


Architect Narrative 

The Applied Technology Center represents the state of the art in vocational technical education. The building responds to 

educational program seamlessly. 

The site is located in an industrial zone near a freight railroad. The building was oriented east west to take sustainable site 

advantages and to minimize sound and visual impact. The main entry faces west. Two flexible bars open the courtyard into a 

V-shape, towards east and into the future. The commons public spaces are located at the main signature entry to the campus. 

The campus is organized as follows: A central administration and food service, two flexible buildings with clusters of 3-4 group 

learning spaces, science labs, project learning, student learning hubs and learning teams. Each building was designed with 

two clusters and outdoor support spaces. The share learning spaces are located in the central courtyard. 

Each Pathway is designed as a stand-alone educational unit organized to maximize teamwork, collaboration, and engaged 

learning. Unique features of the learning space include: 

• Learning hubs: Hallways are replaced by student learning hubs, large informal spaces for meeting, socializing and working 

collaboratively in a comfortable environment. 

• Learning Team: Teachers are based in pooled offices rather than classrooms to facilitate collaboration. This allows more 

efficient use of teaching spaces. 

• Transparent environment: Extensive use of glass where acoustical separation is required creates this transparency 

between spaces and functions, both formal and informal, making learning visible. 

• Technology is omnipresent: All spaces are served by a wireless network and all students have access to laptops to be 

used both in and out of the classrooms. 

Each Pathway has hands-on labs designed to give students real-world experience in their chosen career path. These labs 

are used as part of an integrated curriculum, marrying practical training with academics and satisfying all GED and college 

entrance requirements. Some of the specialized spaces include: 

• Hospitality Pathway: Full commercial kitchen, restaurant with outdoor seating, multipurpose room, and vegetable garden 

• Construction / Engineering / Architecture Pathway: Two hands-on engineering labs, construction lab and shop, outdoor 

construction area 

• Health Pathway: Hands-on medical lab, potential for a public clinic with a dedicated entry and parking 

• Public Safety Pathway: Fitness lab, courtroom, simulation lab, and outdoor obstacle course.


11 

A central courtyard provides a meeting and gathering place for the whole school. At 

one end is a canopy which serves both as the entry and a covered eating area. At 

the other end is a stage creating an informal amphitheater able to handle large 

groups. Covered colonnades edge the courtyard and lead to the Pathways. 

Based upon a shell and core concept, the Pathways are housed in flexible spaces 

that can be easily modified as needs change over time. Shear resisting frames 

are located on the building exterior; the core facilities are centrally located to 

minimize interior walls allowing space to be reconfigured to accommodate new 

ways of learning. 

The campus was designed with energy efficient components include daylight 

sensor-operated lighting systems, highly efficient mechanical and electrical systems, 

and the infrastructure for a 200 foot long solar panel installation. Permeable pavers, 

on-site storm water retention, drought tolerant planting, and low-use water fixtures 

contribute to substantial water savings. 

The building is designed like a research and development facility and exposes the 

structure for use as a teaching tool for the Construction / Engineering / Architecture 

Pathway. The building’s energy-efficient components include daylight sensoroperated 

lighting systems, highly efficient mechanical and electrical systems, and 

the infrastructure for a 200-foot-long solar panel installation. Permeable pavers, 

on-site storm water retention, drought tolerant planting, and low-use water fixtures 

contribute to substantial water savings. 

The Applied Technology Center, from conception and programming through design, 

represents a new advanced type of high school. It is intimate and engaging, and 

will provide its students with the necessary foundation for fruitful and fulfilling 21 st 

century careers. 


Learning Context 

Planning goals in priority order 

• Partner with business and industry, higher education, 

community, and parents – the school should actively and 

intensively connect with business and industries, higher 

education programs and institutions, and community agencies 

directly related to the focus of each career pathway and with 

the parents and families of students 

• Hire and retain high quality staff – the school staffing should 

give priority to individuals who will participate in developing a 

shared vision for each student, have direct experience in area 

of expertise, are creative, are passionate about the school, 

and are committed to collaboration with others 

• Respond to individual learner needs – the school should find 

the resources and provide the learning experiences to meet 

the needs and interests of and involve each learner, including 

those with special need (e.g., language, disability) 

• Engage with hands-on learning – the school should engage 

learners with active learning strategies such as projects, 

cooperative learning, and internships 

• Have high graduation rate – the school should aim to increase 

graduation rates for learners with rigorous courses and a 

strong commitment to meeting the University of California and 

California State University’s A-G admission requirements 

• Provide transition to post-high school plans – the school 

should foster and support the planning for and transition to 

life after high school (i.e., career entry and advancement, 

continued learning)


13 

SITE PLAN 


Learning Audience 

It is expected that the Applied Technology Center facilities will be used by several different groups and organizations from the community, beyond 

its primary audience of high school students and staff. These other users have a wide variety of needs, including places to meet and learn. 

• High school students (i.e., all ability groups, especially those who have the potential to thrive and be successful participating in authentic learning 

experiences and are seeking a more personal and intimate learning environment) 

• School staff (e.g., teachers, counselors, administrators, support staff) 

• School district staff (professional development) 

• Parents and families 

• Business, organized-labor, and government agencies 

• Colleges and universities 

The preliminary learning-related needs and implications for design of supportive facilities by users beyond students and school staff 

includes the following: 

• Variety of learning spaces 

• Access to support services 

• Access to information technology 

• Specialized learning laboratories 

• Shared-use spaces 

• Flexible time schedule of availability 

• Appropriate furnishings and equipment 

• Easy access with safety and security 

• Adequate parking and with easy access


15 

COMMUNITY 

1. Multi-purpose 

2. Conference 

3. Main Entry 

4. Administration 

1 

2 

3 4 


Learning Signature 

The learning signature describes what is the most special and distinctive feature of the learning experience for the Applied Technology 

Center in MUSD. This signature should give the Center an over-arching spirit, passion, purpose, energy, and commitment regarding the 

learning experience across the whole school.


17 

LANDSCAPE 


Learning Expectations 

The most important long term learning expectations (i.e., what students should know, be able to do, and value) for Center (in rank 

order of importance): 

• Critical thinking, problem-solving, and decision making 

• Social and civic responsibility 

• Interpersonal relations and team work 

• Work ethic 

• Organization and time management 

• Self-confidence and awareness 

• Learning to learn 

• Apply knowledge 

• Use information technology 

• Global perspective 

• Readiness for college 

• Readiness for advanced technological workplace 

• The curriculum standards 

1. Foundation standards : uniform for each industry sector 

2. Pathway standards.: concise statements that reflect the 

essential knowledge and skills students are expected to 

master to be successful in the career pathway 

• Continual updating the curriculum 

• Incorporates latest technology 

• Rigorous academic education in context

applied technology center 19 

COURTYARD 

1. Student Learning Hub 

2. Outdoor Commons 

3. Gathering Spaces 

1 2 

19 

3 


Learning Process 

The learning process consists of interaction among curriculum, instruction, and assessment to achieve the learning expectations for the 

Applied Technology Center in MUSD. The design team recommends that the most important features of the learning process for the 

Applied Technology Center in MUSD include the following (in rank order of importance): 

Essential Features: 

• College preparatory and connected 

• Engaging and real 

• Active and experiential 

• Flexibility and variety 

• Industry involved 

Important Features: 

• Integrating technology) 

• Innovative staffing 

• Support services 

• Parents and community involved 

• Global and futuristic 

• Multiple assessments


21 

FLOOR PLAN 

N 


Learning Organization 

In order to support the design features consideration was given to the organization of students, time, subjects, settings, decisionmaking, 

and staff. 

Essential Feature: 

• Variety and flexibility 

• Connected with industry 

• Prepared for college 

• Each and every learner 

• Accountability 

• Graduation by credit 

• Multiple settings and delivery 

• Multiple and flexible time schedules 

• Multiple grade grouping 

Important Features: 

• Shared decision making 

• Access to support services 

• Visibility to learning 

• Learning teams 

• Access to learning resources 

• Access to natural light


23 

Pathway CLUSTER 

1. Student Learning Hub 

2. Health / Pathway Lab 

3. ACE – Construction Pathway Lab 

4. Health Pathway Lab – Floor Plan 

1 2 

4 

3 


Name / Organization 



Learning Partnerships 

The learning process and organization will require the Applied Technology 

Center to develop several strategic partnerships with business and industry, 

postsecondary education, organizations, and agencies. 

Learning Partners 

• Business and industry (i.e., firms – all sizes, diverse staffing; chambers of 

commerce; and professional associations) 

• Government (i.e., local, state, national) 

• Unions / organized labor (i.e., representing workforce in industry clusters 

addressed by Center) 

• Postsecondary education (i.e., universities, community colleges, 

technical schools, apprenticeships, industry-based training) 

• Non-profit organizations (i.e., foundations – local, state, national) 

• Parents and family 

• Community members (i.e., area residents, area communities, neighborhood 

associations, social service agencies and organizations, seniors) 

• Students, Alumni, etc. 

Carmen Adams 

Registered Nurse 

Cedars Sinai Medical 

Center 

Ana Araujo 

Executive Director 

East LA Boys & Girls Club 

Robert Barnes 

Chief of Police 

City of Bell Gardens 

Jimmy Benavides 

Director 

Los Angeles County ROP 

Ofelia Bermudez 

Test & Evaluation Skills 

Team Manager 

Boeing 

Sandy Buhai 

Clinical Professor of Law 

Director of Public Interest 

Law 

Loyola Law School 

Marissa Castro-Salvati 

Public Affairs Region 

Manager 

Southern California 

Edison 

Todd Clark 

Co-Founder, College 

Bound Today 

President, Creative 

Education Partners 

Dan Clement 

Senior Resource Fellow 

Community Partners 

Gina Christian 

Preferred Marketing 

Group 

Carlos Cruz 


Bell Gardens Merchants & 

Commerce Association 

Antoinette Duran 

Director, Child 

Development 

YMCA Montebello/ 

Commerce 

Ted Eck 

General Manager, 

Chevrolet of Montebello 

Chair DRIVEN Pathway 

Advisory Board 

Cheryll Goto 

President 

Montebello Soroptimist 

Celia Guzman 

Program Manager 

Calif. Dept. of 

Employment 

Development 

Clyde Harwood 

Vice President, 

Community & 

Governmental Relations 

Beverly Hospital 

Dr. Hassan Hashemian 

College of Engineering, 

Computer Science and 

Technology 

California State University 

Los Angeles 

Bo Henke 

Superintendent 

M.U.S.D. 

Kurt Johnson 

Fire Marshall, City of 

Montebello 

Chair, Public Service 

Advisory Board 

Steven Katnik 

Professor 

Rio Hondo College 

Luis Lopez, Captain 

City of Montebello Police 

Department 

Terri Macy 

Teacher, Montebello High 

School 

M.U.S.D. 

Linda Matzek 

Assistant Director 

Los Angeles County ROP 

Gary Miller 

General Manager 

Almansor Court 

Mike Newton 


YMCA of Montebello/ 

Commerce 

Bill Nighswonger 

President 

Montebello Rotary 

John Oropeza 

Assistant City Manager 


Donald Para 

Provost and Senior VP 

California State University, 

Long Beach 

Dr. Parviz Partow-Navid 

California State University, 

Los Angeles 

Cleve Pell 

Superintendent M.U.S.D. 

Henry Priest 

Chair, CATS Advisory 

Board 

Laura Ramirez 

Interim Vice-President, 

Work Force Development 

East Los Angeles College 

Nicholas Razo 

Senior Management 

Analyst 


Jorge Rifa 

City Manager 

City of Commerce 

Bernadette Robert 

Assistant Vice President, 

Student Affairs 

Mount Saint Mary's 

College 

Jaime Rodriguez 

Senator Ron Calderon's 

Office 

Christina Romero 

Parent/Member Board of 

Directors 

Friends of the MUSD 

Foundation 

Robert Rubio 

Chief Professional Officer 

Rio Hondo Boys & Girls 

Club 

Sean Shamim 

General Manager 

Quiet Cannon 

Lovey Sherman 

President 

Friends of the MUSD 

Foundation 

Mike Slavich 

Dean 

Rio Hondo College 

Ariel Socarras 

Planning Manager 

City of Montebello 

Scott Storms 

Co-Chair, Hospitality/ 

CHOP Advisory Board 

California School of 

Culinary Arts 

Eddie Tafoya 


Commerce Industrial 

Council 

Amy Tassio 

General Manager, Hilton 

Garden Inn 

Co-Chair of BRIDGES 

Jeff Travis 

Captain 


Police Department 

Francesca Tucker- 

Schuyler 

City Manager 

City of Montebello 

Phil Wagner 

City Manager 


Bill Whitmore 

Consultant 

M.U.S.D. 

Dr. Ashish Vaidya 

Provost & Vice President, 

Academic Affairs 

Cal State University, Los 

Angeles 

Father John Vianny 

Our Lady of Miraculous 

Medal Church 

Andrea Wagg 

President/CEO 

Montebello Chamber of 

Commerce 

Norman E. Witt Jr 

Senior Vice President 

Cook-Hill Properties 

Osleide Walker 

Associate 

IBI Group


25 

Mission 

BRIDGES is an association of individuals and organizations in the Greater Los 

Angeles area who are committed to supporting the Montebello Unified School 

District (MUSD) and its public schools. 

Membership 

Members of BRIDGES represent all sectors of the larger community surrounding 

MUSD schools, including: business, industry, chambers of commerce, labor 

unions, nonprofit organizations, local elected officials, governmental agencies, 

post-secondary educators, faith-based organizations, parents and students. 

Members of BRIDGES serve renewable terms of one year, and their roles and 

responsibilities vary, depending on the individual member’s desired level of 

commitment. 

Activities 

As a new organization, BRIDGES limits its activities to identifying, recruiting and 

deploying community resources to support the College and Careers Readiness 

Pathways (“the Pathways”) in all four MUSD Pathway high schools. When 

BRIDGES matures and becomes more accustomed to partnering with MUSD, 

BRIDGES hopes to expand its activities to include advocacy for and assessment of 

the Pathways. 

Mutual Benefits for MUSD Public Schools and BRIDGES Members 

The MUSD Pathways benefit from the time and resources contributed by 

BRIDGES members, especially those who can apply their knowledge of current 

and future workplace trends to help design, modify and evaluate the work-based 

curriculum and the projects used by Pathway teachers and their students for 

project-based learning. 

In exchange for investing their time and resources in the schools, BRIDGES 

members gain an opportunity to work directly with Pathway teachers and students 

at the school sites to help shape the development of the evolving Pathways. 

LEARNING partners 

Bridges Organization 

Dan Clement 

Senior Resource Fellow 

Community Partners 

Office phone: 213.346.3281 

E-mail: dclement@communitypartners.org 


Introduction to ibi group 

Learning Staffing 

Components of the Learning Staff 

The recommended groups or components who make up the 

staff (i.e., contribute to the teaching and learning process) should 

include the following: 

• Teachers – academic, career and technical, special 

education, tutors 

• Administrators 

• Support – counseling and guidance, health, clerical, food, 

transportation, technology, child care, public relations 

• Parents and families 

• Community members – business and industry, higher 

education, alumni 

• Students 

Contributions, Characteristics, and Development 

The major responsibility and contributions of each of these staff 

components in the teaching and learning process and desired 

characteristics and competencies of each of the components are 

important to the learning process.

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Irvine 

949-833-5588 

Los Angeles 

213-250-7440 

San Diego 

619-234-4110 

www.ibigroup.com 

IBI Group is a multi-disciplinary consulting organization offering services in 

four areas of practice Urban Land | Facilities | Transportation | Systems


27 

Learning team 

1. Learning team office 

2. Group Learning 

1 

2 

Teachers as Learning Staff – 

academic, career and technical, 

special education, tutors 

• Major responsibilities / contributions 

to learning experience: Guide, 

support and instruct 

• Desired characteristics and 

competencies: 

° ° Able to work one on one 

° ° Meet individual student needs 

° ° Flexibility / open to new ideas 

° ° Dedication / outside the regular 

schedule (extra time) 

° ° Lead by example / model 

standards 

° ° Non-traditional teaching 

techniques (i.e., Standing in front 

of class is over-rated) 

° ° Depending on field, teachers 

must have hands-on experience 

to earn respect and admiration 

from students 

° ° Academic teachers must be 

certified 

° ° Life skills classroom should 

reflect real world situations and 

responsibilities 

° ° Involvement of career and 

technical youth organization 

• Desired features of staff 

development program: Current 

training and professional 

development -- professionals 

coming and talking to teachers 


Learning Environment 

Regarding learning process and organization and to effectively accommodate the learning partnerships and staffing, the 

recommendations regarding the learning environment (i.e., technology and facilities) are as follows (in priority order): 

Facility Features 

• Hands-on laboratories 

• Versatility and flexibility 

• Central commons 

• Small learning communities 

• Visibility of learning 

• Inviting and accessible 

• Access to learning resources 

• Multiple connected levels 

• Personal work stations 

• Distributed support services 

• Community outreach 

• Faculty and staff teaming 

• Personal computer for each student 

• Wireless access 

• Environmentally friendly 

• Distance learning capability

MILK COOLER 

50% CONSTRUCTION DOCUMENT 


29 

1 

indoor-outdoor group learning 

1. Obstacle Course 

2. Hospitality Pathway Lab 

3 Hospitality Pathway – Floor Plan 

3 

VEGETABLE 

GARDEN 

SCIENCE LAB 

GROUP LEARNING 

PROJECT LEARNING LAB 

2 

DROP OFF 

PARKING 

HOSPITALITY PATHWAY ACADEMY 

RESTAURANT 

MULTI-PURPOSE 

TEAM LEARNING 

(Teacher’s office) 

STUDENT LEARNING HUB 


Learning Accountability 

Overall planning goals for accountability for the following groups: 

• Partner with business and industry, higher education, community, and parents 

• Hire and retain high quality staff 

• Respond to individual learner needs 

• Engage with hands-on learning 

• Have high graduation rate 

• Provide transition to post-high school plans


31 

Principal's Message 

Client: Montebello Unified School District 

Design Dates: 2007 - 2008 

Construction Dates: 2009 - 2011 

Construction Costs: $29,000,000 

Funding: $15 million Measure EE; $15 million CTE grants 

Patricia Lockhart 

As the Principal of the Applied Technology Center, I want to welcome you to the 2012-2013 school year. The Applied 

Technology Center is a 9-12 grade High School in the Montebello Unified School District and offers school-wide college and 

career pathways in the following areas: 

• ACE – Architecture, Construction Management, and Engineering 

• Health Service 

• CHEF – Hospitality, Tourism, and Event Management 

• Public Service and Law 

We are dedicated to engaging our students to become confident, innovative thinkers through participation in rigorous 

standards-based, UC A-G aligned courses that provide hands-on experience to develop 21 st century skills through our 

participation as a New Tech Network School. Our curriculum is project-based and facilitated by our teaching and support 

staff. Students will be afforded opportunities for job-shadowing, internships, and college articulation. Additional support 

will be provided by our counselor and staff to ensure that students succeed. Upon completion of a pathway, our students 

will graduate from high school ready to both enter college and the workforce. 


Learning Celebration 

• Gives identity and creates positive culture for Center and for each academy 

• Focuses on student accomplishments 

• Recognition of contributions by partners 

• Recognition of contributions by 

• Takes a variety of traditional and innovative forms 

• Makes visible the linking of learning and working 

• Occurs both on and off campus 

• Recognizes a variety of forms of achievement 

• Recognizes both individual and team efforts 

• Is frequent and continuous – learning celebrations occur often and build on each other in an on-going manner

THE APPLIED TECHNOLOGY CENTER - IBI Group

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