Programs & Events


Previous Conferences & Symposia > 2014 Annual Conference

Saturday Session Presentations

Saturday, October 4, 2014     9:30 am – 10:30 pm


The Missing Link: Connecting Next Generation Science Standards and Sustainability to the Design of Learning Environments

JoAnn Wilcox AIA LEED AP, Associate, Mahlum
Kas Kinkead RLA, Principal, Cascade Design Collaborative
Fred Rundle, DIrector of Learning Services, Mercer Island School District

Quality science education is based on standards that are rich in content and practice, with aligned curricula, pedagogy and teacher development. The missing link in the push toward science education is the tie between curriculum, sustainability and facility design. This session will explore the idea that merging the community ethos around sustainability with the Next Generation Science (NGS) Standards takes creativity, but can open new possibilities for educators and architects alike when leveraged to enhance the design of both space and the educational process simultaneously. Keeping in mind that standards are a floor and not a ceiling allows communities to consider alternative approaches to design and student learning, while tapping into the existing talents in the school district, community, and designers will allow us to arrive collectively at a new vision of tomorrow's educational environments.

Objectives:

  • Explore how the Next Generation Science (NGS) standards will become a primary influence in K-12 education and how they can inform the design of learning environments
  • Learn how correlating NGS standards with sustainable practices can help drive green schools.
  • Use backward design principals from education to bring the NGS standards to life through innovative planning processes, stakeholder engagement and community buy-in.
  • Analyze a project that is using NGS standards as the formative guide for developing building and site as teaching tool opportunities that connect sustainability and curriculum development.

Creating a CULTURE for Learning

Julie Williams, Brailsford & Dunlavey
Hayley Calhoun, Riverside Unified School District

The word CULTURE creates different emotional and physical connections globally. Culture could stress a common community or a significant regionality or even a matter of practice. What does the word CULTURE mean to you? How do you connect with the word? How would you describe its place in an academic setting? A business application? As educational facility planners, we strive to create learning environments that provide a sense of place, a community of learners, a place of purpose. What about the creating a culture of learning? OR creating a culture for learning? This workshop's focus is to raise awareness at a high level and drawn down to the specifics of creating an environment for cultural connections for learning to be vivid, sustainable, and experiential. We will raise the question time and time again defining the word CULTURE. Rather than providing an answer from the speakers, the workshop attendees will create environments that address CULTURE from multiple perspectives. Prior to the workshop, the presentation team will launch a survey to obtain information on the subject matter. As part of the workshop, the attendees will live the submitted data and work with the data to create optimum environments that create a CULTURE for learning. This workshop can either be 60 minutes or expanded into a 3 hour session or any combination. This is intended to be an interactive workshop with small and large groups working to create solutions that may be shared and developed for future webinars, programs, etc.

Objectives:

  • Identification of CULTURE
  • How to create and develop a learning CULTURE
  • How to apply the outcomes to the business community and beyond
  • How to create a CULTURE of Connectedness

View presentation [1.3 MB]

Butterfly Effect – Sustainable Design for our Youngest Learners

Nicola Springer, Kirksey | Architecture
Gary Machicek, Kirksey | Architecture
Michael La Nasa, Kirksey | Architecture

In a collaboration where architect and contractor have sustainable design as a core principle and an educational program focused on the health and well being of our youngest learners, this presentation will review the innovative strategies pursued in developing an early childhood center for an urban environment. This presentation will review the visioning, design, construction and operations of an early child hood center with a focus on the mechanical systems and materials selection as they influence or contribute optimizing the learning environment. The presentation will discuss the use of chilled beams and radiant floors as a viable option in the hot humid climate of Houston. The presentation will review an extensive materials analysis that informed the selection of materials based on a matrix of traditional LEED requirements as well as the heightened awareness of toxicity issues for small children. It will also explore the integration of design and the learning environment and teaching philosophy. Finally the presentation will review the importance of post occupancy evaluation to ensuring that the long range goals are truly in effect.

Objectives:

  • Strategies for early childhood design
  • Understanding the basic concepts behind chilled beam and radiant floor technologies
  • Identifying environmental concerns and strategies for vetting materials in learning spaces for young children
  • What can be learned and what to do with Post Occupancy evaluations

A Deep Dive into Energy-Efficient School Design

Elin Shepard, Energy Trust of Oregon New Buildings Program
Dan Hess, Dull Olsen Weeks IBI Group Architects
Anna Todd, Todd Construction

This interactive session will feature a case study of a local school and how they maximized energy efficiency in design and construction. We will cover the integrated design process, energy modeling and studies, cost-effectiveness and life-cycle payback for equipment selection, commissioning, and utilities incentives. The three-person panel will represent the key members of the design team, who will brainstorm questions from attendees and discuss their specific project stumbling blocks. Participants will gain an increased understanding of energy-efficient design and innovative strategies to employ in their projects.

Objectives:

  • Innovative strategies to promote better building energy performance
  • Strategies to minimize impact on environment through design and site selection
  • Strategies to connect building operation to curriculum
  • Strategies to fund high efficiency equipment with utility incentives and grants

View presentation [2.9 MB]

11:00 am – 12:00 pm

How can the built environment support the needs of parents, teachers and students. How can it support students with complex needs

Paul Hede, Hede Architects Pty Ltd

Paul Hede has designed 3 schools for students with Autism Spectrum Disorder in Victoria, Australia. His award winning designs have applied different learning pedagogies and he talks about his approach to meeting the needs of students with complex needs in the built environment. He will also highlight how the building should support the goals and aspirations of parents and teachers. Paul will explain how specific learning pedagogies for students with complex needs can be translated into the built environment, this will based on his recent tour of mainstream and specialist facilities. He will also draw upon his own research in Victoria, Australia and provide examples of where the building has assisted in better learning outcomes for students.

Objectives:

  • Participants will be given an oversight of the nature of current special needs learning
  • Illustrate the options for special settings for educating students with special needs
  • Discuss the options for educating special needs students in mainstream schools
  • Discuss future trends in both mainstream and specialist settings

View presentation [3.4 MB]

40% Reduction in Design Time using Integrated Technology

Tom Neff, Schmidt Associates
Richard Ach, Turner Construction

This presentation is a practical workshop and a case-study analysis. The planning and design of educational facilities today have to respond to reduced timelines with higher expectations for comprehensive system integration without mistakes. This presentation will expand participants' horizons about changing the professional culture for how they approach projects and apply technological tools. The presenters will share how the combination of multiple technologies and the transformation of the work environment can accelerate the design process and still ensure accurate deliverables. The key to the success of this process was full, real time collaboration of ALL of the team members. This included the Owner Group, the CM team, and the full architectural/ engineering team. The tools were a Building Information Model (BIM) that was on-line, and fully accessible to all of the team members through the planning and design process. Utilizing cloud sharing, the team was able to both contribute and respond to concepts of physical space, materiality, phasing and cost implications to keep the process constantly moving forward. The team also created a blog to post graphic updates to the expanded team of staff and school administration. This provided a mechanism to both share information and gather input that could be incorporated into the more sophisticated Revit model and cost projection. The case study – based on one of the largest high school renovation projects in the U.S. – will illustrate how these tools, combined with high-tech collaboration labs allowed the team to deliver this project within budget and approximately 40% faster than traditional design methods.

Objectives:

  • Attendees will use collaborative techniques in a design exercise
  • Attendees will understand the forces that have changed timelines for creating educational facilities
  • Attendees will experience immersive design and be exposed to new processes and tools
  • Attendees will better understand how to apply new concepts to their projects, including cost control measures

Balancing School Safety with Other Requirements in Today's School Designs

Christina Joy Hoehn, Frankfurt Short Bruza Architects Engineers Planners – Education Design Studio
Dr. Lisa Holliday, PE, University of Oklahoma College of Arcthicture Construction Science Division
Professor Hans-Peter Wacther, University Of Oklahoma, College of Architecture Division of Interior Design
Ryan Walter, LEED AP, Sustainability Resource Leader, Hollis + Miller Architects – Education Design Studio

This session will explore trade-offs encountered when design professionals structurally harden schools to ensure student safety. The session will include a discussion lead by the research team as well as information gathering from design professionals about their experiences designing schools for safety.

Objectives:

  • Learn how parents, community members, teachers, administrators, architects, engineers and others would benefit from research and design tools that illustrate and support modeling of healthy school environments.
  • Gain an understanding of trade-offs, between structural hardening, sustainability, and environmental quality.
  • Understand how these tools are critical in times when decision makers are influenced by tragic events and lose perspective on ways in which reactive decisions might affect student and teacher performance.
  • Learn how the focus on one factor of school design often leads to a trade-off without the awareness of the possible implications to other areas in school environments.

View presentation [1.8 MB]

CEFPI Thought Leader Forum

Jim Brady, PageThink

We will be discussing Abundance and how it's principles can be applied to CEFPI in the future. Join us for the group session in Portland at the 2014 Annual Conference. If you would like to join us and will not be attending the conference, we will be live on WebEx also.

Save Energy and Money with EPA's ENERGY STAR Program: A Case Study of ENERGY STAR K-12 Partner, Evergreen Public Schools

Dave Cone, Evergreen School District

Rising energy costs are a major concern for school districts across the nation. In fact, U.S. schools already spend a combined $8 billion annually on energy alone — that's more than computers and textbooks combined! Dave Cone, the district Resource Conservation Manager for Evergreen Public Schools (EPS), will share how his school district took proactive steps toward energy efficiency and reduced operating costs by utilizing EPA's ENERGY STAR tools and resources. Mr. Cone will highlight two highly successful energy conservation programs that have saved EPS more than $11 million in energy costs since 2005. This presentation will highlight the tools EPS used to obtain these remarkable savings — including free-to-use tools and resources developed by EPA's ENERGY STAR program and made available to any building owner or operator!

Objectives:

  • Discover how Evergreen Public Schools leveraged ENERGY STAR tools and resources to enhance energy efficiency, reduce energy waste, and realize sustainable operational savings.
  • Learn guidelines for effective energy management that your school can follow to improve energy and financial.performance.
  • See how you can get started evaluating your school's energy performance with EPA's new and improved ENERGY STAR Portfolio Manager.
  • Learn about the many EPA recognition opportunities available to help your school district demonstrate its environmental leadership.

View presentation [802 KB]

1:30 am – 2:30 pm

Renovating Urban District Athletic Facilities: Stuffing Ten Pounds Into a Five Pound Bag

David Richards, Minneapolis Public Schools

Attendee Take Home Message: It is possible to accommodate the activities of a growing number of sports and teams even in land-locked urban school districts. Like most older urban districts, Minneapolis Public Schools is confronting the dilemma of providing improved facilities for more and more teams playing more and more sports in an environment where land is more and more expensive. Land - not funding - becomes the scarcest resource. Capital planning that is cognizant of these true project costs produces innovative solutions around this issue. Accommodating these seemingly contradictory conditions requires a different model for athletic facilities. Complementing a series of group discussions and simulations, case studies will be presented to evaluate 1) Which sports are heating up (and cooling off) in different areas of the country; 2) Different and evolving solutions to the spectator experience; and 3) How a school district addresses the transition from school site-based decentralized athletic facilities to centralized (and typically much nicer) athletic facilities.

Objectives:

  • Defining the evolution and future of K-12 athletics
  • Planning constraints in urban settings
  • Financial modeling in project development for athletic facilities
  • A new synthesis in K-12 athletic planning models

Design for Unique Learners: Innovative environments for students with Autistic Spectrum Disorders & Multiple Disabilities

Rupal Engineer, Registered Architect, Founder, Design Plus LLC and Indigo Moose LLC
Loretta Garcia, Aztec Autism Center

The design of learning environments requires the synthesis of many factors in order to create spaces that are safe, functional, and comfortable. In addition, Architects also strive to create environments that enhance the learning experience for students and teachers. This is especially true in the design of learning environments for students with Autism Spectrum Disorder (ASD), Multiple Disabilities (MD) and Severe Sensory Processing Disorders (SPD). The number of students with these disabilities is on the rise:

  • In 2010-11, the number of children and youth receiving services was 6.4 million, corresponding to 13 percent of total public school enrollment (National Center for Education Statistics)
  • 1 in 88 children are diagnosed with Autism Spectrum Disorder (CDC Autism and Developmental Disabilities Monitoring Network)
  • 1 in 6 children in the U.S. had a developmental disability in 2006-2008, ranging from mild disabilities such as speech and language impairments to serious developmental disabilities, such as intellectual disabilities, cerebral palsy, and autism (CDC Autism and Developmental Disabilities Monitoring Network)
  • 1 in 20 children are affected by a spectrum of Sensory Processing Disorder (per SPD Foundation study, 2004)

Due to the specific needs of these unique learners with severe conditions, such as students who have medical and physical fragility or extreme sensitivity to large groups of people, a majority of their time is spent in their own specific learning environments. This presents an exceptional opportunity to create innovative spaces for learning through design that can become an integral part of a school district's education strategy, as well as the student's IEP needs. Further, there is opportunity to reduce stress and 'burn-out' experienced commonly by the teachers and staff working with these severe special needs students. We can begin to address this issue by creating physical environments that work towards reducing the daily challenges related to facilities experienced by these teachers and enhance learning potentials/scenarios for students. This presentation will focus on the work of the Albuquerque Public School District (APS) and its Facilities, Design & Construction department and Special Education department. APS is the 28th largest school district in the country covering 1,200 square miles of geographical area serving over 90,000 public school students and 5,000 charter school students. It maintains over 14 million square feet of space in over 144 schools. Their population of unique learners includes: 13,000 students ages 3-22 with a range of specific disabilities including Autism, Medically Fragile, Other Health Impaired, Emotionally Disturbed, Specific Learning Disabled, Visually Impaired, Hearing Impaired and Speech Language Impaired. The district serves over 1,100 students with ASD out of which approximately 640 students are in very specialized programs. APS has been proactively addressing the needs of these students through innovative design strategies for their learning environments over the last 5 years. The panel will showcase these approaches through 3 case study projects followed by an interactive activity and discussion session.

Objectives:

  • Understanding of demographic shift in particular categories of special education students and its impact on school facility design.
  • How the built environment can help reduce health and safety risk to special education students.
  • How innovative design strategies can help support learning objectives and Individual Education Plan (IEP) of ASD, MD, and SPD special education students.
  • How innovative design strategies can help mitigate teacher 'burn out' and attrition in ASD, MD, and SD special education programs.

Community-Based Learning Environments: The Case of Discovery, an Urban Charter School

Dr. Irene Hall, Discovery Charter School, Newark, NJ
Alessandro De Gregori, MS Arch, Rutgers University, Newark Educational Research Collaborative

This session captures the essence of the Discovery Approach, an educational method that evolved from the extensive teaching experience of the founders of Discovery Charter School, a small urban middle-school in Newark, New Jersey. Complemented by audiovisual information, we will present the case of Discovery as a model of a unified community-based learning environment. Building on the foundation that there is no substitute for a good teacher, the method adopts a hybrid approach to the curriculum, which integrates: a) an unusual organization of the school physical environment, characterized by a large common area and moveable furniture with b) networking technology, computing equipment, enhanced audio communications,smart boards, and mobile devices, and c) a multi-grade collaborative teaching and learning practice. The "achievement gap", a defining feature of the U.S. education system, would predict that Discovery's students are less likely to succeed, considering just one of several factors (e.g. 89% of Discovery students receive free or reduced price lunch, a poverty indicator of the gap). Managing to beat the odds, the most recent results show, for example, that 100% of Discovery 8th graders passed the language arts, compared to 58% of the 8th graders of the local Newark Public Schools. Data, surveys, and interviews support the application of the Discovery Approach with its integrated components, among which the physical environment has a critical role. This method, designed to increase the quality and effectiveness of the school community's interactions and achievements is propelling low-income urban youth into a transformative experience that results in admissions to prestigious high school year after year. To what extent could the Discovery Approach be replicated? The participants in this session will have the opportunity to contribute to the subject that brings educators, architects, planners and stakeholders together in a discourse centered on carving a new path to K-12 learning environments.

Objectives:

  • How a curriculum that integrates the school's physical setting into educational resources, can improve outcomes of low-income urban youth.
  • How a multi-grade, community-based learning environment fosters students' sense of belonging and collaboration.
  • How the open space of a learning environment facilitates teachers' collaboration in the development of coordinated studies.
  • How audio and visual technologies can improve teachers/students' communications and sharing of ideas.

View presentation [425 KB]

In The Pacific Northwest, Trees Don't Grow on Money. "Creating a Culture of Conservation"

Jennifer Halleck, Manager, Facilities Planning, Vancouver Public Schools
Randy Miller, Portland Public Schools

Vancouver Washington Schools were recently awarded one of nine 2014 US Department of Education Green Ribbon District Sustainability Award. This program will explore low cost / no cost approaches to building capacity within local school systems to achieve sustainable results both financially and educationally.

Objectives:

  • Philosophy: Sustainability awareness starts with educational responsibility and ends with savings – both financial and environmental. A Win-Win approach.
  • Culture: Our community benefits when we embrace environmental education and conservation
  • Teams: Successful programs rely on individual commitment with in a coordinated team approach. The Green Team Concept strives for greater collaborative efforts through transparency of information. Hear about two school districts approach to Green Teams
  • Indicators of Performance: Learn what our two districts have found helpful in communicating key benchmark data to students, staff and the community.

Energy Savings + Health: Incorporating Best Practices for Healthy and Sustainable Schools

Michele Curreri, U.S. EPA, Office of Radiation and Indoor Air
David Stubbs II, Cultural-Shift; Kudret Utebay, The Cadmus Group, Inc.

Planning a school energy efficiency upgrade or building renovation can be overwhelming. U.S. EPA's new Energy Savings Plus Health: Indoor Air Quality Guidelines for School Building Upgrades will support design teams, school administrators, facility managers, energy managers, teachers and parents plan a project that generates energy cost savings and improve indoor air quality. This session will highlight how schools can use this free resource to develop their building renovation plan. By integrating energy efficiency and IAQ protection goals, school facilities can achieve strong outcomes: lower operating costs and improved occupant health. Recognizing that energy upgrades are critical to building performance, the guide provides a valuable framework for considering the relationship between energy retrofits and potential hazards, such as the release of asbestos and lead during the demolition process. This session will introduce the guide and deliver a framework for integrating building performance improvements while ensuring healthy IAQ during construction as well as long-term outcomes. Attendees will understand how this user friendly tool, with its in depth checklist and unlimited accompanying industry references, will be a significant attribute to their kit of parts in their work moving forward.

Objectives:

  • Gain a deeper understanding of the EPA Energy Savings Plus Health: IAQ Guidelines for School Building Upgrades to facilitate in the decision making process for building upgrades that positively impact energy performance and health.
  • Identify ways to design and execute a building upgrade or renovation that both implements energy savings and improves indoor air quality.
  • Learn what health risks and opportunities for improved air quality may be encountered in an energy efficiency upgrade or building renovation.
  • Discover how to apply the Master Verification Checklist – a tool designed to ensure that areas of concern and opportunities for improving indoor air quality have been addressed.

View presentation [838 KB]

3:00 pm – 4:00 pm

Classrooms matter: New research confirms the classroom environment impacts learning outcomes

Adrian Swain, IBI THiNK
Karina Ruiz, AIA, LEED AP BD+C, DOWA - IBI Group

IBI THiNK and Salford University embarked on a pilot study to explore if school building design has demonstrable impacts on the learning rates of pupils in primary schools. We all use our senses to understand the spaces we inhabit; as designers it is important for us to apply this knowledge to the spaces we design. IBI THiNK has developed a wealth of knowledge of around human-centric and sensory design within the Education sector. We will present the findings of this study to help identify which elements of classroom design have the greatest impact on the learning outcomes of students learning in those spaces. Using this study as a lens for analysis, we will also review the recently completed Sandy HS and the MacConnell Award Finalist, Trillium Creek Primary School.

Objectives:

  • Participants will understand the holistic classroom measurement model and range of Environmental Human Performance Factors.
  • Participants will be able to identify the potential design implications for new and existing schools.
  • Participants will understand how these strategies can be applied to designs of new learning environments.
  • Participants will learn how small changes in their existing environments can help support student achievement.

View presentation [2.6 MB]

Vision 2020 and Beyond: Instruction x Construction

Dillon Brady, LEED AP, REFP, Cypress-Fairbanks Independent School District
Christopher Fields, CCM, Heery International
Jon Moreau, LEED AP, Balfour Beatty Construction
Ron Roberts, KWAME Building Group
Wendy Heger, AIA, LEEDAP BD+C: Page
Patrick Glenn, AIA, REFP, LEED AP, Perkins+Will
Lisa Martin, Gilbane Building Company

With nearly $6 billion currently in the construction pipeline for the Greater Houston Area's educational entities, the outlook has never looked brighter to create learning experiences in conjunction with active construction projects. Students in these schools under construction have a unique opportunity to gain authentic professional skills, career experiences and an introduction to diverse career choices, particularly related to the built environment. The overall goal of the Instruction x Construction Pilot Program is to give students real world and career-relevant application through their active participation of designing and building their new school of thought. To accomplish this, we are launching this pilot program to develop engaging activities that are curriculum-based to attract to non-traditional students and provide instructional specialization to the design and construction fields.

How does the A/E/C industry draw in students of today to a multitude of A/E/C career paths for their future? How do we provide real application to students in these active construction environments? In this interactive session, participants will work in roundtable groups to create a marketing campaign that appeals to students to consider these career choices and build future industry professionals. CEFPI Connect will also be utilized to expand the conversation of this pilot program.

Objectives:

  • Build Student Engagement
  • Expand the Learning Curriculum
  • Gain Industry Support to Grow the Program Nationally
  • Increase Industry Awareness of the Opportunity to Teach

View presentation [2.6 MB]

Navigating a "C" Change: Designing for the Common Core

Kathleen Moore, California Department of Education
Laura Knauss, AIA, LEED AP, CEFP, Principal, Lionakis, Lionakis
Mary Morris, AIA, LEED BD+C, REFP, HMC Architects

What does Common Core mean to you as an educational facilities planner? Likely, you have more questions than answers. What would a learning environment that supports hands-on, project-based and technology rich activities look like? And how is that different than what you have now? And how do you get there given what you have now? How does technology integration and smarter balanced testing affect the types of spaces that make up a school? Where is the balance between the flexible and adaptable environments we envision as planners and the specific needs of real-world career technical education programs? How are small group spaces, facilitating language skill assessment and individualized intervention, developed as seamless parts of the learning environment? In an existing school...where do we start? Join us for lively breakout sessions regarding the facilities impact of Common Core implementation. We'll learn from one another, share our ideas and work collaboratively to identify and propose solutions to the facilities barriers that may exist in our existing school infrastructure and how the lessons learned from our new schools can be readily applied. We're inspired about the potential of the Common Core for the future of our schools – let's navigate these changes together!

Objectives:

  • To understand what Common Core is and what it is not.
  • To provide opportunities for breakouts to collaboratively discuss Common Core and implications for school design.
  • To understand the opportunity in existing schools to reclaim, repurpose and renew facilities.
  • To learn/discuss how we expect common core might affect the kinds of activities students and teachers engage in during the school day and how those new activities might be better supported by the facilities in which they take place.

From Publishing House to School House: Reading List for Educational Planning and School Design

Philip J Poinelli, FAIA, CEFP, Symmes Main & McKee Associates
Greg Stack, AIA, NAC Architecture

What does it take to go from good to great in educational planning and school design? Experience from designing many schools over the years; an understanding of how to interview educators and bring out what is really important; being a good listener. Sure, it's all of these, but it is also deep knowledge of how the human brain works; Multiple Intelligences; differentiated learning and learning styles, how technology is effectively integrated into school curriculum and the learning environment, how to use the entire school and the campus for teaching and learning—not just classrooms, bullying, and so on. Reading on all of these subjects and more have, been an integral part of our evolution as a school architects and educational planners. For architects, reading about educational architecture in and of itself is not enough. We must go beyond our own sometimes parochial world view and tap the best current theory in education, whether it comes from academia or "the trenches" of public schools. There are a lot of books and a lot of great thinking out there, and here we propose to present from Phil's reading list, and from Greg's readings. Speakers will present approximately 6 +/- books from the list of 48 and discuss the most relevant points of the books and how those points relate directly to educational planning or specific aspects of k-12 school design. In August, the presenters will post on Members Connect the books to be discussed. Participants will be encouraged to read one or two of the books to participate in small group design thinking discussions on facility ramifications. In an interactive session, the group will be asked to identify their preference of three books to, in mini-charrette format, discuss how these key points might affect facility design and record their conclusions.

Objectives:

  • Understand the wide variety of knowledge and understanding needed to not only keep up but lead our clients
  • Participate in a discussion of how key elements of each book can manifest themselves in the built environment
  • Develop a personal reading list to guide future planning and design decisions
  • Gain a better understanding of the issues and topics that are shaping the debate on public education.

View presentation [6.4 MB]

School Facilities Cost Calculator: A Joint-Use Tool for Fair Fees

Jeff Vincent, Center for Cities + Schools at the University of California, Berkeley
Mary Filardo, 21st Century School Fund

Presenters will introduce and demonstrate the School Facilities Cost Calculator: A Tool for Fair Community-Use Fees, and present a policy framework for supporting community use practices of local school districts. The calculator is available free in a simple web-based format that includes facilities cost data from more than 15,000 school districts across the country. The Calculator enables users to estimate the costs of public school facilities, determine community benefit policies, and finally set community use fees based on real costs and community benefit priorities in a fully transparent way.

Objectives:

  • Understand how to use the cost calculator to estimate costs for your district or school.
  • Understand how the cost calculator can make joint-use fees transparent, fair, and collaboratively developed.
  • Understand how school district policy is needed to set a fair fee framework based on actual costs to the district.
  • Understand the usefulness and limitations of national data on facility costs.