|DAY 1 – TUESDAY | JUNE 21, 2022 – 8:30 AM–4:00 PM
||Opening, Bill Bradley, A4LE Chair
||Keynote: Whitney Austin Gray, Ph.D., LEED AP, WELL AP, WELL Faculty, Senior Vice President, International WELL Building Institute
As senior vice president at the International WELL Building Institute (IWBI), Dr. Whitney Austin Gray leads research that supports best practices in building design and operations, community development and organizational policies that can contribute to improved public health for everyone, everywhere. She led the development of the first WELL AP exam, WELL Faculty Program, WELL Case Studies, business case, and the Global Research Agenda, helping to launch WELL globally. Her lectures, webcasts, trainings and published works have touched tens of thousands design and health professionals worldwide, building a strong infrastructure of support for those who work to advance better buildings, vibrant communities and stronger organizations. She holds dual appointments as an adjunct assistant professor at Georgetown. She received her Ph.D. and BA in Public Health from the Johns Hopkins Bloomberg School of Public Health. She was the first public health professional to become a LEED Accredited Professional (LEED AP).
||Infrastructure, Advocacy & Policy
Current State of Our Schools Report
Mary Filardo, Executive Director, 21st Century School Fund
Mary founded 21CSF in 1994 to provide the District of Columbia and other urban communities with leadership, innovative financing solutions, research, and public policy analysis of school facility issues. She is a leading national authority on school facility planning, management and public private development. She has helped plan innovative projects in Washington, DC — J.F. Oyster Elementary School public private partnership (2001), Thurgood Marshall Academy Public Charter School campus development (2005), School Without Walls high school university and public partnership (2008), and Savoy Elementary School (2008) and Savoy and Thurgood Marshall Academy Sports and Learning Center (2009).
She has written extensively on public school facility issues and developed software to support long-range facilities master planning. In 1994 she advocated for and then led the first city-wide educational facilities planning process in Washington, DC in nearly 30 years, leading to the Preliminary Educational Facilities Plan in 1995, which laid the foundation for regular educational facility master planning in the District of Columbia and more than $2 billion spent to improve and build DCPS and public charter school facilities.
In 2001, Mary founded the Building Educational Success Together (BEST) collaborative—a learning community of urban education reform organizations dedicated to building the public will and capacity to improve urban school facilities so they support high quality education and community health. She received a BA in philosophy and mathematics from St. John's College, and a MA in Public Policy and Finance at the University of Maryland, she is a 1979 Truman Scholar from the District of Columbia.
||Whole Child Learning Framework (Virtual)
Dr. Katie Martin
Dr. Martin is the author of Learner-Centered Innovation and Evolving Education and serves as the Chief Impact Officer Learning at Learner-Centered Collaborative. She teaches in the graduate school of Education at High Tech High and is on the board of Real World Scholars. Dr. Martin has worked in diverse contexts to learn, research, and support deeper learning for all students. She has served as a middle school English language arts teacher, instructional coach, and led the district’s new teacher mentoring program.
||Social / Emotional Connections
Introduction: Philip Riedel
Pathways to Successful Learning
- Dr. Page Dettmann, Meteor Education
- Boris Srdar, FAIA, NAC
- Environments send messages, “nudging socialization”
- Power of the social brain; the power of play (integration of cognitive, social and emotional learning)
- Student-centered environments, inclusion, humanizing the space
- Sticky learning: relationships, attention, collaboration, challenge, retrieval, agency
- Sense of belonging
Safety and Security
- Jim Determan, FAIA, Craig Gaulden Davis
- Dr. Mary Anne Akers, Morgan State University
- Bill Browning, Hon AIA, Terrapin Bright Green
- Stress and Cognition
- Biophilic Design Elements
- Measured Stress Reduction
- Impact on Learning Outcomes
- Philip Riedel, AIA, ALEP, NAC Architecture
- Safe environment is crucial to learning
- Insights from Institute for Child Success
- Combining security with welcoming entries
- Layers of interior security and transparency
- Accessibility of counseling to students
- All presenters from this section
- Moderator: Philip Riedel
- Questions from the audience
||Enhancing Student Success Through Integrated Student Support
The concept of success of the “whole child” has gained momentum and support from educators, neuroscientists, learning scientists, and health professionals over the last decade. The research based “whole child” approach focuses on how a student grows physically, psychologically, cognitively, socially, and emotionally within learning environments. Schools can focus on the “whole child” through a variety of approaches, including integrated support services and expanded learning opportunities. By approaching education through this broader lens, students are able to maximize their potential, have access to resources to navigate barriers, and are set up for life-long success. Within a community context, these strategies can foster community resiliency as both students and their families have their diverse needs met.
According to the Learning Policy Institute (2017), there are four key pillars of such a strategy:
- Integrated student supports – including mental and physical healthcare, nutrition support, and housing assistance, among other wraparound services – address out-of-school barriers to learning. Through partnerships with social and health service agencies and providers, this system of support addresses the physical and emotional needs of students and families.
- Expanded and enriched learning time and opportunities, including after-school, weekend, and summer programs with community partners, provide additional academic instruction, individualized academic support, enrichment activities, and learning opportunities. Students have access to learning that expands on and enriches the curriculum, and is often tied to the real world.
- Active family and community engagement brings members of the school community, including families, into the school as partners with shared decision-making power in their student’s education. Families and community members take part in school life, from volunteering to learning to sharing their expertise and participating in educational opportunities, such as ESL classes, green card or citizenship preparation, computer skills, art, STEM, etc.
- Collaborative leadership and practices build a culture of professional learning, collective trust, and shared responsibility. School leaders encourage distributed leadership, through which they empower partners, teachers, families, students, and community members to engage with leadership opportunities and exercise power.
The four pillars described above may be adopted in various ways, with priority, focus, and extent determined by a given school or district. Our panel of experts will explore these and other means of creating great schools that help prepare students to learn and thrive.
- Understand why integrated student supports are critical to ensure that all children are prepared and ready to learn
- Learn how schools are creating innovative partnerships, programs and environments that that help “grow the whole child”
- Learn how schools are creating programs and environments to engage and affirm historically marginalized students
- Understand innovative strategies to create schools that are more welcoming, reduce stress and address student trauma
CJ Huff, PhD, Retired Superintendent, Joplin Missouri Public Schools & Consultant, Bright Futures USA
Dr. C.J. Huff is the retired superintendent of Joplin Schools. His wide range of experiences as a classroom teacher, building principal, superintendent and a family farmer prepared him to lead his district of 1,100 employees and 7,700 students through the recovery effort that has followed the devastating Sunday, May 22, 2011 tornado that ripped through the heart of Joplin. Graduation ceremonies for Joplin’s Class of 2011 had just concluded at Missouri Southern State University when the tornado struck around 5:41 p.m. destroying or damaging 10 of the 19 buildings in Huff’s district including the high school and leaving over half of his students without a school to return to on Monday, May 23. The Joplin Schools family suffered loss more precious than the buildings though as they lost a staff member and seven students to the storm.
Huff’s declaration that “We will start school on time” is credited with being a key factor that drew the community of Joplin together just days after the tornado and provided a positive light for the country to rally around in the midst of such tragedy and destruction. To find and create learning space for 4,200 kids—54 percent of the district—in 12 weeks was a daunting task. However, on August 17, 2011 what many determined was an “impossible goal” became known as the “promise kept” when Joplin’s 7,700 students started the new school year on time. On May 21, 2012—just one day shy of the one year anniversary of the devastating tornado—President Barack Obama delivered the high school graduation commencement address.
Three years later, Joplin Schools continued to take the lead in the community's recovery effort. Huff and his team encountered and overcame many challenges since that fateful day in May. Undaunted, his focus remained unchanged as he and his team continued to take care of what he refers to as his "Joplin Schools' family" and crossing the recovery finish line strong. In August 2014, the last of the buildings destroyed by the storm was rebuilt. Fulfilling yet another promise to build Joplin back bigger AND better, his students and staff came home to the new Joplin High School after three long years. A 21st Century high school with a forward-looking and rigorous program of study to prepare students for a highly competitive workforce and global economy that has the potential to change public education as we know it. Of particular note, in the fall of 2015, Joplin Schools was named one of nine “Future Ready” school districts in the nation by the United States Department of Education.
C.J. has been recognized by People’s Magazine as a “Hero Among Us” and was named the Missouri Superintendent of the year in 2012 and one of four finalists for the National Superintendent of the Year in 2013. C.J. currently serves as a Subject Matter Expert for the U.S. Department of Education and as a consultant for the not-for-profit organization Bright Futures USA. His passion for kids and community engagement remains steadfast through his on-going work with both of these organizations.
Brenda (Bren) Elliott, Chief of School Improvement and Supports, District of Columbia Public Schools
(Bren) Elliott has spent the last eight years working as an educator in North Carolina. Since 2014, she has served as Assistant Superintendent for Student Support Services for Wake County Public School System (WCPSS). Prior to coming to North Carolina, Brenda spent 15 years working as an educator in Nashville, Tennessee. Her assignments in Nashville included area director, high school principal, middle school principal, and high school teacher.
Bren has vast experience building and leading equity and social emotional learning initiatives. In WCPSS, she led the implementation of a Comprehensive Plan for Equity Discipline Practices to address racial disparities in discipline outcomes and the implementation of a district-wide multi-tiered system of support for academics and behavior. While serving as the Executive Director for Student Support Services in Guilford County Schools (GCS), she led a district-wide character development initiative focused on building students prosocial skills and attributes. As part of this initiative, a High School Service-Learning Diploma program was created and by 2014, GCS seniors had documented more than 650,000 hours of service to their schools and community, equating to an economic impact of more than $14 million. She also has helped to implement restorative practices, trauma-informed practices, and programs to increase access to college and career readiness resources and to address food security. She has collaborated with law enforcement and the community to create diversion programs and to address disproportionate law enforcement contact. And she has worked with school-based staff to eliminate the predictability of student outcomes by race, ability and socio-economics.
Bren is a systems-thinker and an innovator. She has more than 23 years of experience as a public educator. She cites as the major contributors to her success, a strong belief that students can and want to succeed and strategically working to build a team of educators, students, parents and community members who believe the same.
Eve Colavito, Co-Chief Executive Officer, The DREAM Academy Public Charter School
Eve leads all school and out-of-school time programs at DREAM, with robust summer and afterschool programs; community summer programs across East Harlem and the South Bronx; and programming to support youth to and through college. Eve started her teaching career in Mmabatho, South Africa, before returning home to New York City to teach third and fourth grade in East Harlem. Eve went on to become a founding teacher and director at Bronx Charter School for the Arts and eventually served as Co-Executive Director alongside the school’s founder. Eve has been a member of the DREAM team since 2009, first as Director of Instruction, then as Head of School, where she led dramatic achievement gains and oversaw DREAM’s expansion to Pre-K and high school. In previous current role as Chief Education Officer, she drove the full integration of academic and social-emotional learning, health and wellness, and family supports in order to ensure positive outcomes for young people. She became co-Chief Executive Officer alongside Richard Berlin in 2021. Eve has a Bachelors degree from Brown University and a Masters degree in Elementary and Special Education from Bank Street College of Education, and is a graduate of New Leaders and an Aspen Scholar.
||Healthy Buildings to Facilitate Student Performance
The session will focus on healthy buildings and creating a learning environment that is safe from all pathogens. Along with best practices, strategies, and recommendations for improving indoor health, you will learn how the fifth-largest school district in the country is using hospital-grade UV light technology to create safer spaces that promote attendance and student performance.
You will learn best practices, strategies, and recommendations for improving indoor health, including more details on Clark County's decision to use UV light as part of a plan to create safer spaces that promote attendance and facilitate student performance.
Jeff Wagner, Chief of Facilities, Nevada Clark County School District
Jeff serves as Chief of Facilities for Nevada’s Clark County School District, which serves more than 320,000 K–12 students and is the fifth-largest school district in the nation. Wagner’s career as an architect laid a solid foundation for his current role, where he handles the challenge of COVID with poise and dedication that has elevated the conversation about the design of smart schools. Dedicated to improving the human condition, he finds ways to contribute to the built environment and his community through educational programming, mentorship, and teaching.
||School Tour: Net-Zero, WELL Certified School
John Lewis Elementary School Tour
District of Columbia Public Schools
1338 Farragut Street NW, Washington, DC
Planning & Design Firm: Perkins Eastman DC
John Lewis (formerly West) Elementary School opened in August 2021 as one of the first school designs in the world to target both Net Zero Energy and WELL certification. Working collaboratively with the school, DCPS and the DC Department of General Services, Perkins Eastman DC created a design that enhances health and well being, inspires the students, honors its community, and serves as a model of resilience for the District. To inform the design and set benchmarks for building and user performance, the team performed a pre-occupancy evaluation of the school’s former building. During this tour, the team will share insights into the robust and innovative process that created this exciting new place to learn.
- Learn how pre- and post-occupancy evaluations inspired the creation of a healthy, high-performance place to learn.
- Learn how the NZE and WELL processes created challenges and opportunities for the design.
- Learn how the former open plan building inspired a hybrid building that fosters community, while also providing great Indoor Environmental Quality.
- Learn how this project has set the standard for all subsequent projects across the District.
|DAY 2 – WEDNESDAY | JUNE 22, 2022 – 8:30 AM–12:30 PM
||A Multidimensional Conversation to Designing Healthy Schools
Designing learning environments for students to thrive begins with a healthy school. Understand strategies and best practices for developing schools that are net positive in this discussion between designers, sustainability specialists and school district representatives. The panelists will share strategies from case study examples including, Newhall USD New Elementary School & Banneker Academic High School.
- Ozzie Tapia, AIA LEED AP, LPA Design Studios, Educational Design Leader
- Heather Jauregui, LEED AP BD+C, CPHC, Director of Sustainability Perkins Eastman
- Andrea Swiatocha, Deputy Chief of Facilities at DC Public Schools
||Active Living and Active Learning: Designing Whole School and Whole Community for the Whole Child
Hear from Dr. Zhu on how the spectrum of design around the whole child (the classroom, school building, school campus and the community) can help promote a healthy lifestyle and active living. Her research will demonstrate the role of the built environments and how design can facilitate active learning and childhood development.
- Xuemei Zhu, Ph.D., Professor, Department of Architecture Texas A&M,
Fellow with the Center for Health Systems & Design
||Schools that Heal: Design with Mental Health in Mind
What would a school look like if it was designed with mental health in mind? Too many public schools look and feel like prisons, but we know that nurturing environments are better for learning. Research consistently shows that access to nature, big classroom windows, and open campuses reduce stress, anxiety, disorderly conduct, and crime, and improve academic performance. But too few school designers and decision-makers apply this research to create healthy schools. In her book, Schools That Heal, Claire details the myriad opportunities—from furniture to classroom improvements to whole campus renovations—to make supportive learning environments for our children and teenagers. Latané will discuss how building elements like large windows—that can open to circulate fresh air—were once common in schools and could once again be useful as a cost-effective tactic for reducing virus exposure.
Claire Latané, MLA ASLA LEED AP SITES AP
Claire Latané is a professor of landscape architecture at California State Polytechnic University, Pomona. She has practiced landscape architecture for 15 years with a focus on ecological design and climate resilience. In 2017, she was selected by the Landscape Architecture Foundation as an inaugural Fellow for Leadership and Innovation to explore school design strategies that support mental health and well-being. She has been testing those strategies ever since. Claire is a founding member of the Los Angeles Living Schoolyard Coalition, a research collaborator with Green Schoolyards America, and was a co-leader of the Outdoor Infrastructure Working Group for the National COVID-19 Outdoor Learning Initiative. As part of that initiative, she founded and organized the Emergency Schoolyard Design Volunteers, which matched 100 design volunteers with 125 schools from 38 states around the country to help assess and plan outdoor learning sites. Her book Schools That Heal: Design with Mental Health in Mind, was released by Island Press in June 2021. This year, she is launching the Collaborative for Healthy and Inclusive Learning Environments through Cal Poly Pomona’s Lyle Center for Regenerative Studies to provide design support for schools and college and career pathways for under-represented youth.
||Using the WELL Health-Safety Rating to Bring Back in Person Learning with Confidence
- 30 Minute Panel Session with School Districts
- IWBI to Moderate a panel discussion with Fairfax County Public Schools and DC Public Schools
||View from the Agency – Opportunities in Health and Resilience in Schools
45 Minute Panel Session with Department of Energy & EPA
- Jason Hartke to Moderate
Jason Hartke, Ph.D., Executive Vice President, External Affairs, International WELL Building Institute
Jason Hartke is the Executive Vice President of External Affairs at the International WELL Building Institute where he leads the organization’s strategic communications, PR and media relations as well as its advocacy efforts and outreach to Congress, governors, state legislators, and mayors across the nation.
Prior to IWBI, Jason was the President of the Alliance to Save Energy, a nonprofit dedicated to achieving bipartisan policy solutions that advance energy efficiency. Jason was named one of The Hill’s Top Lobbyist in 2018 and 2019 for his efforts to keep energy efficiency a top priority in Washington, helping protect critical R&D programs and significantly increasing federal funding.
Before that Jason led the U.S. Department of Energy’s efforts to advance energy efficiency in commercial buildings, a sector that accounts for nearly 20 percent of the nation’s energy consumption. In the role, Jason managed a nearly $30-million program, working closely with national laboratories as well as industry partners to develop and deploy innovative energy efficiency solutions, strategies and technologies.
Jason also spent nearly a decade as a senior executive at the U.S. Green Building Council, leading mission-critical policy and advocacy efforts that helped result in the passage of historic federal investment in green building, new federal leadership programs in energy efficiency, and a fourfold increase in green building policies at the state and local level. While there, he led several signature national advocacy programs in sustainable and resilient communities, energy efficiency, green schools and green affordable housing.
Over his career, he has created numerous collaborative initiatives and partnerships with other organizations, including the C40 Cities, the World Green Building Council, the National League of Cities, the American Institute of Architects, the Real Estate Roundtable and the Natural Resources Defense Council.
Jason also served in the Clinton Administration, working in the West Wing of the White House in the Office of Intergovernmental Affairs, a policy and outreach team that serves as the president's liaison to state and local elected officials throughout the country. Early in his career, Jason was an award-winning journalist, working as a reporter with the Connection Newspapers covering state and local politics, real estate, land use and community affairs.
Jason received his Ph.D. in public policy from George Mason University and holds his master's degree in journalism and mass communication from the University of North Carolina at Chapel Hill. Jason lives outside Washington, D.C. with his wife and two children, and he is outside hiking or playing basketball with them every chance he gets.
||School Facility Leadership During Tumultuous Times
School leaders are working around the clock to provide healthy, safe learning environments as the world recovers from the devastating impacts of COVID-19. The WELL Health-Safety Rating is helping schools re-open the right way. It is designed to empower school leaders by providing a seamless experience backed by evidence-based solutions as well as third-party verification.
Angela Spangler, Director of Market Development at IWBI, will share emerging innovations and research regarding how we can design and update school buildings specifically to support the health and well-being of students, teachers, staff and visitors. Topics will include an introduction to the WELL Building Standard highlighting key Strategies within WELL to support in the fight against COVID-19, and an introduction to the latest WELL Health-Safety Rating for schools. Jessica Stiklor Lipson, Specialist, Facilities Evaluation & Systems Improvement at DC Public School District, will discuss the district’s motivations to achieve the WELL Health-Safety Rating. Merari Zemany, Saftey & Emergency Preparedness Coordinator at Fairfax County Public Schools, will share lessons learned during the district’s pursuit and achievement of the WELL Health-Safety Rating.
Join us to learn how this critical, efficient and cost-effective solution for school leaders is providing the tools and resources they need to independently verify their buildings and reopen with confidence.
- Describe the 5 categories that make up the WELL Health-Safety Rating for facilities Operation & Management and explain how to leverage these strategies to instill confidence as people return to in person learning.
- Articulate the importance of safety precautions and emergency preparedness plans in school districts in response to COVID-19 and other natural disasters or civil unrest.
- Analyze the relationship between mental health and the built environment and implement design strategies that put people first.
- Describe how sustainable design can improve learning spaces.
Jessica Sticklor-Lipson, AIA, LEED AP BD+C, Specialist, Facility Evaluation & Systems Improvement, District of Columbia Public Schools (DCPS)
Jessica strives to understand the impact of school buildings on students and teachers to inform the many capital projects for District of Columbia Public Schools (DCPS), and foster an environment for students and teachers to thrive. Jessica joined DCPS in September of 2020, and most recently served as the Interim Deputy Chief of Facilities from September 2021 – December 2021. Jessica brings a passion for education, design and wellness to her work, and over a decade of architectural experience to DCPS. Most recently before joining DC Public Schools, Jessica was a part of an interdisciplinary team of designers and educators that exclusively imagined and designed innovative pk-12 learning environments around the globe.
Katy Hatcher, National Manager, US EPA’s ENERGY STAR Public Sector
Caterina (Katy) Hatcher works with public sector organizations, such as government agencies and schools, to help improve energy performance through the use of ENERGY STAR tools and resources, including ENERGYSTAR Portfolio Manager. Katy has been working for EPA since 1996. She holds a degree from the University of Virginia’s School of Architecture in City Planning.
Hundreds of thousands of commercial properties, including schools, use EPA’s ENERGY STAR Portfolio Manager® tool to measure, track, assess, and report on their energy and water consumption. On average, ENERGY STAR certified buildings use 35% less energy and greenhouse gas emissions than typical buildings nationwide. To date, more than 38,000 buildings are ENERGY STAR certified nationwide, including over 12,000 school. Portfolio Manager has become the standard national platform for benchmarking energy use in commercial buildings in the United States and Canada. It has been adopted for use by leading US commercial real estate, retail, healthcare, and educational organizations. Many state and local governments incorporate Portfolio Manager into benchmarking and building performance requirements for commercial buildings.
Carl Shapiro, AAAS Science & Technology Policy Fellow, US Department of Energy (DOE)’s Building Technologies Office
Carl supports DOE’s Efficient and Healthy Schools campaign, which aims to engage K-12 schools — especially those serving low-income and underserved student populations — to reduce energy costs and improve energy performance and indoor air quality. Carl holds a PhD in mechanical engineering from Johns Hopkins University and a BS in engineering from Swarthmore College. Carl was previously an engineer at Steven Winter Associates, consulting for DOE's Building America program.
Dr. John Bailey, Director of School Plants, Chesapeake Public Schools
Dr. Bailey has been involved in the public education field for over 29 years as a teacher, principal and director. He currently serves as the Director of School Plants for Chesapeake Public Schools in Chesapeake, VA. He has served in this role for over 10 years. Prior to his current position, he was a high school principal in a large urban school division in Virginia.
He also serves and the Chief Executive Officer for the National School Plant Management Association and oversees professional development and training on a national spectrum. His school division is comprised of almost 40,000 students and he maintains 47 school buildings and multiple support sites. He manages over 6.5 million square feet of building space.
His shop has been nationally recognized as a Platinum award winner for the prestigious “Facilities Master” award. His school division has also been recognized by the Virginia School Board Association as a Gold and Platinum award winner for the Virginia Green Schools Challenge. His school division houses the largest photovoltaic rooftop system on a Virginia public school at Western Branch High School.
Dr. Bailey was recognized in 2017 and the National School Plant Manager of the Year. He has served as the past president and board member of the Virginia and National School Plant Management Association.