Located on a highly-urbanized 15-acre site in South Los Angeles, the 351,000 sq. ft., $90,000,000 Augustus F. Hawkins High School is an example of how a school can transform a community and is one of the most highly regarded schools in the area. The school’s three Small Learning Communities (SLC) were the inspiration for the campus layout and design. Focusing on critical design and gaming, community health advocacy, and responsible indigenous social entrepreneurship, the school design provides an independent but connected home for each of its 2,025 students. Each floor of the four story structure is home to a Small Learning Community and is supported by a competition gym, practice gym and multi-purpose cafeteria/theater.

Providing 21st Century High Performance Learning Environments was the focus of the school. This was accomplished through flexible classroom spaces of varying sizes for large and small group learning, outdoor classroom and meeting spaces including an outdoor amphitheater where students can meet for class or have lunch,
and provide the technology back-bone needed to support the SLC curriculums. The school’s CHPS certification also served as a design tool for providing the school with the sustainable infrastructure needed to support the students and staff.

Project Highlights: Master Plan, New Campus, CHPS Design, 21st Century Design, Alternative Energy and Small Learning Communities (SLC).

Our Augustus F. Hawkins High School project is featured on archdaily


The American International School Vienna is nestled within the picturesque Vienna, Austria woods and provides a world-class international education of approximately 800 students in the midst of the physical beauty of the surrounding hills, forest, and countryside. CSDA was selected to survey and analyze its 170,000sf, 10-acre campus. CSDA conducted a full site analysis of the campus and facilities as well as provided site asset management reports, piping surveys and a 5- to 10-year master plan. The master plan identifies school needs such as programmatic priorities, future growth, circulation and drop-off areas, security, technological goals, athletics, public perception, and utilities and infrastructure.


Colegio Internacional Puerto La Cruz (CIPLC), located 130 miles east of Caracas, Venezuela, was founded in 1994 and emphasizes a rigorous education which prepares students for admission to colleges and universities in the U.S. and beyond. It serves 400 students pre-K through grade 12 and is currently housed on a leased campus of a former Catholic boarding school for boys.

Having outgrown their current facilities, CIPLC sought master planning for a proposed permanent site, an 8.3-acre site located on a man-made isthmus connecting the mainland to a small island. The first phase of the project determined all spatial needs, concept building plans, and an overall campus landscape and site plan for the proposed permanent site, paying special attention to the strict physical limitations of the compact site and designing a vertical campus to effectively house all desired programming.

Future facilities include vertical academic/ administration buildings that concentrate circulation on the interior and classroom on the exterior to capitalize on views, a solar energy roof system, a cantina, visual and performing arts building, gymnasium, library, and multi-use field.


Los Angeles Unified School District (LAUSD) has approximately 700,000 students attending more than 800 school sites throughout the greater Los Angeles area. CSDA was selected to perform the surveys and site analyses of six campuses for assessment: Bancroft Middle School, Franklin High School, Marina del Rey Middle School, Mark Twain Middle School, Westside Leadership Magnet, and Venice High School.

CSDA reported on the physical conditions of the schools, from structural conditions to technical infrastructure and code deficiencies. The survey also identified school needs such as programmatic priorities, public use, utilities and infrastructure, circulation on and drop-off areas, parking needs, security and core facilities. Following the collection of programming and data collection, CSDA developed project lists that responded to campus needs identified with the analysis of data collection. These project lists were then used as the framework for creating several unique design concepts that encapsulated the projects into a congruent final vision for the campuses.

Finally, concept design schemes were presented in a series of community design charrettes in which stakeholders, parents, teachers, principals, and students were invited to provide feedback on the concepts and select a final scheme that best exemplified the shared vision of their campus. Final concepts were selected and developed into final master plans to be used in prioritizing district-wide projects in preparation for LAUSD’s next wave of campus improvement projects.