Program Sessions / Keynotes

Care | Connect | Culture | Community April 6-9, 2021
Care | Connect | Culture | Community
AT&T Hotel and Conference Center
The University of Texas at Austin
Austin, TX

Wednesday, April 7, 2021 | 12:00 PM
Keynote: TBD

Thursday, April 8, 2021 | 12:00 PM
Keynote: Becoming a Global Problem Solver
Zlontnik Ballroom 1/2/3

Travis Allen Take a journey with college student, Travis Allen, and learn what it means to be a lifelong learner. This concept has an entirely new definition in today's Information Age and it requires us to create new skills while at the same time, embracing our inner student. Discover how schools, teachers, and the students themselves unintentionally obstruct their own path for the best possible education. And, most importantly, learn how to cultivate the right environment to break past these barriers.

iSchool Initiative Travis Allen is a young visionary promoting technology and culture readiness within the learning environment. Before graduating from high school, Travis created a viral YouTube video on revolutionizing America’s education through the use of mobile technology. While in college, he started a company, iSchool Initiative, which focuses on empowering students with a voice. With the support of his team, Travis has presented in over 45 states and 11 countries, allowing him to reach an audience of over 300,000 people! He has been featured on CNN, Huffington Post and Forbes. In 2011, he was the winner of Google Young Minds competition; in 2012, he was invited to the White House for Education Datapalooza; and in 2015 he won the GA Young Entrepreneur of the Year. Travis is quickly becoming one of the most influential leaders of the emerging digital learning movement.

Wednesday, April 7, 2021 | 9:45 – 10:45 AM
Proof Points and Pathfinders: Confluence of personalized learning experiences and environments
Classroom 101

Speakers: Jill Ackers, Fielding International, LLP
Jay Litman, Fielding International LLP

In this workshop, we highlight the necessary personalized proof points needed for developing student-agency through the confluence of thoughtfully designed learning spaces and curriculum planning. Through hands-on experiences, we identify the vital school design language, school leadership, and teacher professional development shifts needed to link student-directed learning with a variety of curriculums and innovative learning spaces to ensure students are the beneficiaries of personalized learning. We use the Five Stages of Finding a Solution from Developing Natural Curiosity through PBL (Laur & Ackers, 2017) to examine these proof point shifts in a landmark Pathfinder project recently opened in Cranston, RI. This is one of many Pathfinder projects now appearing in public and private schools in the United States, and international schools around the world. These explicit links between research and practice demonstrate the next generation of shifts needed to transition from classrooms intended to operate as enclosed spaces, with minimal connectivity to re-imagined interconnected, interdisciplinary learning communities. and their impact on students, parents, and the local community.

Learning Objectives:
  1. Gain a better understanding of how to engage students in their own learning through an exploration of Fielding International’s proof point schools around the world. View examples of schools personalizing student mastery and agency through the confluence of facility design, task selected furnishings and curriculum to produce personalized results.
  2. Examine the next generation of practices needed to create equitable learning environments that transition classrooms intended to operate as enclosed spaces, with minimal connectivity to re-imagined interconnected, interdisciplinary learning communities.
  3. Identify key strategies for repairing the apparent disconnect that has grown between the current “best practices and learning research, and the current approach in the design of school facilities.
  4. Learn the Five Stages of Finding a Solution from Developing Natural Curiosity through Project-based Learning (PBL) (Laur & Ackers, 2017) through the examination of these proof point shifts in a series of Pathfinder projects.
Virtual Session- Live: Congratulations! The Bond Has Passed... Now It's Time to Build the Project Budgets. Where do you begin and how do you get it done?!
Classroom 105

Lettie Boggs, COLBi
Roy Sprague, Cypress Fairbanks ISD

Budgeting has to start somewhere. It can begin with demographic information that indicates where schools will be needed and how many students they will need to serve, or with a master plan which defines the type, size, and number of facilities needed. It can begin with eligibility for state funding and/or the availability of local bond funds. So, in the beginning, you have budget checklists that remind the team of all the items to be budgeted, but how do you really take all that scattered data and put together a budget? Good question and the focus of this workshop! The first preliminary budget is like drawing a picture — study the real subject, then begin to sketch the form, back and forth the process goes. As the sketch is refined, the picture begins to take shape. A budget is a picture of the project drawn in numbers. Developing a budget typically begins with work on the funding need, then on the project specifics. You keep working at it until the two come into balance. The project may need more funding, or the answer may be to diminish scope. You will learn to look at what qualifies the project for a specific type of funding and then the relative cost of including the qualifier. As you become more aware of the elements, you will be sure not to adjust to fewer classrooms without adjusting the anticipated per pupil grant amounts. All tips and tricks like this will be shared and participated during the course of the workshop. As you begin to create the project budget, a fundamental truth should be established in the beginning: A balanced budget has available funds equal to planned expenditures. No money, no project! This workshop is designed to engage audience members to not only understand the elements of a working project budget, but to also understand how to effectively create real project budgets as well as manage changes during the course of the work. Audience members will be asked to actively provide numbers and data to create various budgets as well as deal with expected and unexpected changes during the course of the project. We will use real project examples of current bond programs to demonstrate how to create transparent budgets as well as established internal control processes.

Learning Objectives:
  1. Audience members will learn about developing a process to create and implement simple internal controls taking complex information and data and sharing it in a simplified and doable manner. After attending this workshop, the audience will master the practice that a balanced budget has available funds equal to planned expenditures!
  2. Audience members will learn that every project has a balanced budget. That no commitment exceeds the budget, and no expenditure exceeds the commitment.
  3. Audience members will gain insight and skills in establishing real working project budgets and feel confident in moving forward.
The Emerging Trend of Campuses Specifically Designed for Special Needs Students
Classroom 106

Jim Brady, FAIA, ALEP, LE Fellow, Page
Chad Johnson, AIA, REFP, LEED AP, Page
Elizabeth Dickey, Austin Independent School District
Taryn Kinney, AIA, DLR Group

‘Rosedale Proud’ describes the evolving outcome of this challenging Austin ISD project filled with Passion, Complexity, and P3 Partnerships. Rosedale students range between ages 3-22 years old; are medically fragile, have social/behavior issues or are in transition to life program. This sessions focuses on the planning process and lessons learned including: how A4LE connects thought leadership and expertise, the case study of the successful JP Lord School in Omaha for medically fragile students, the inclusion of a P3 pediatric clinic, the Austin ISD bond planning and development of the bridging documents, and finally the comprehensive design of the new 75,000 SF school for 100 students.

Learning Objectives:
  1. Learn about the growing trend of creating new buildings specifically designed to meet the unique needs of special needs students.
  2. Learn how medical needs and educational needs are intertwined at learning environments for medically fragile students.
  3. Learn about how schools for special needs students fulfill an important community / social life role in the families that have special needs students.
  4. Learn how the A4LE collegial process has helped encourage a school district to better meet the needs of its special needs students.

Addressing Stakeholder Expectations in Underserved Communities
Guadalupe Classroom

Derwin Broughton, AIA, NCARB, KAI
Darren James, FAIA, KAI

South Oak Cliff High School (SOC) was constructed in 1952 and designated a “white” high school by the District. The great “white flight” of the 1960’s resulted in the school transitioning to a nearly 100%African American student population. While renovations and additions have occurred to the facility over its lifespan the sense of an equitable learning environment was loss by the students and public it served. The Design Team and Owner’s journey to address deficiencies and create a modern-day learning environment has been filled with triumphs, trials and setbacks. This session will address the challenges and successes of the SOC journey.

Learning Objectives:
  1. Describe the unique challenges of managing stakeholder expectations in underserved communities while balancing the expected scope to the established budget.
  2. Describe Design Teams and District's response to stakeholder expectations with perceived inequities due to local socioeconomics.
  3. Produce opportunities for integrating 360 degree learning environments into existing facilities and maximizing underutilized spaces for their best and maximum use.
  4. Illustrate how new building additions can be appropriately integrated into historically significant structures while creating a sense of arrival and sense of place.

Wednesday, April 7, 2021 | 11:00 AM – 12:00 PM
Virtual - Benefits of Early Childhood Learning
Classroom 101

Anne Hildenbrand, AIA, LEED AP BD+C, BRW Architects
Monica Ramirez, Dallas ISD

Experience early childhood learning where color and play is celebrated. BRW Architects partnered with DISD to open its first standalone Early Childhood Center. Studies have shown that the earlier children learn the more likely they succeed later in life. “90% of human brain development happens before age 5. In other words, waiting until Kindergarten to start teaching our kids is already too late.” The ECC gives underserved students the opportunity for free public education as early as three years old. Outdoor play, indoor play, flexible space, distributed dining, connection to the outside… are integral to providing a positive early learning experience. Find out how DISD is providing this critical opportunity for students.

Learning Objectives:
  1. Discover the program challenges of implementing a stand-alone early childhood on an existing public school campus.
  2. Learn the benefits of early childhood learning from the DISD Administration.
  3. Understand how design in education facilities enhances early cognitive learning.
  4. Learn how DISD does and will addresses the passing of HB3 funding full-time early learning for 4 year olds.
Classroom 105

TRANSFORMING A COMMUNITY: Redesigning a Historical High School Campus through Community-Based Support and Effective Community Engagement
Classroom 106

Patrick Glenn, AIA, REFP, LEED AP, Glenn|Partners
Vicki Burris, Fort Worth Independent School District
Jerry Moore, Fort Worth Independent School District
Gary Aanenson, Procedeo

Urban school districts face tremendous pressure to keep up with fast growth, suburban districts that are able to design and build new school facilities providing today’s students with flexible, collaborative and next-generational learning opportunities. In order to effectively convert legacy and historical educational campuses with the types of learning spaces today’s student desperately need to be successful, community-based support and engagement is critical to establishing educational vision and transformational design direction. This presentation will highlight creative techniques and innovative engagement strategies in building long-term community support and beneficial design outcomes while providing future-ready learning spaces to revive neighborhood pride and educational ambition.

Learning Objectives:
  1. Audience will learn various techniques and strategies regarding effective community engagement.
  2. Presentation will cover the long-term benefits of gathering community-based support.
  3. Audience will learn programming concepts in support of FWISD’s next-generational educational model.
  4. Presentation will review transformational design process while maintaining 80-year historical campus.
Synergy: Designing Non-Traditional, Inclusive Learning Environments to Benefit the Underserved
Guadalupe Classroom

Sarah Gould, AIA, A4LE, KKT Architects, Inc.
Jim Boulware, AIA, KKT Architects, Inc.

Our presentation will cover examples of how non-traditional learning environments can be used to benefit underserved sectors of our community, specifically the disabled. Disability is the largest minority group that you can join at any time and in fact 1 out of 3 Americans will either have a disability or care for someone with a disability at some point in their lives. We will specifically discuss The Hardesty Center for Individuals with Physical Challenges. The mission of “The Center” is to provide opportunities for persons with physical disabilities to enhance the quality of their lives by creating a community that fosters hope, health and humanity. In addition to serving teens and adults with horizon-expanding opportunities to participate in a range of activities including athletics, art, horticulture, and community-integration, the Center also wished to expand their facilities and programming to serve 5- to 12-year old’s. While working with The Center on their building expansion from 2015 to 2018, our design team also helped the to create promotional/fundraising materials, distinctive signage which promotes community awareness of their work, and participated in their community outreach. During the fundraising process, we studies programming opportunities that included new youth programs and created several iterations of the design to respond to these potential new programs and donor interest. The donations increased and the building expanded from a $3 million project to a $11 million project. Physically-challenged kids can now be engaged in adaptive athletics, art, plants/ horticulture, soft-skills training, summer camp, and increased opportunities at The Center for community interaction. Research, observation of clients in the existing facility, careful discussions with The Center, and studying implementation of ADA or improved standards (better than ADA) all were part of visioning to create the additional 28,000 SF facility on their campus. Center Member Emeka says, “I am looking forward to The Center filling a major gap in the disabled community. The impact The Center has had on me is life changing, and I know it will be that much greater in the life of a child with a physical challenge.”

Learning Objectives:
  1. CREATE spaces that are inclusive and welcoming toward specific demographic groups, enhancing the potential of students and ensuring enduring community buy-in.
  2. IMPLEMENT design solutions for unique learning spaces such as those required for children with physical challenges.
  3. EVALUATE community needs through a structured visioning process to create metrics which inform and quantitatively support design decisions.
  4. RECOGNIZE and foster potential synergistic relationships between projects and clients to create viable solutions to each client’s and community needs.
Thursday, April 8, 2021 | 9:45 – 10:45 AM
Learning to Share; Creating Efficiencies in Schools
Zlontnik Ballroom 4

Sarah Gould, AIA, A4LE, KKT Architects, Inc.
Francis Wilmore, AIA, KKT Architects, Inc.
Sarah King, AIA, KKT Architects, Inc.

Shifting district lines or rethinking placement of grade levels can be a contentious proposition within a community. This session will explore how thoughtful planning and design can fend off negative reactions to school “consolidation” and maintain the individuality and character of disparate schools as they are combined to share resources. The presentation will track the design and planning process for two projects. Sand Springs School District is in the process of replacing their nearly 100-year-old 9th grade center by creating a new facility attached to their existing high school while remaining a distinct entity. Through careful design by creating distinct separations between the new and existing buildings, the new 9th grade center has overcome strong resistance from the school board and within the community to the perceived “consolidation” of the two schools. Simultaneously, it provides financial and spatial efficiencies which could only be achieved through the combination of the facilities.   Bixby Public Schools, facing a rapidly-expanding population and enrollment growth of up to 7% annually, needed to replace existing elementary and intermediate schools while also increasing each school’s capacity. Their commitment to maintaining low student/teacher ratios, need for additional classrooms, and desire to reduce administrative and facilities costs motivated an examination of several options ranging from creating two separate buildings, building a campus with two separate schools and a series of shared buildings for amenities such as the gymnasium, cafeteria or library, or integrating the two schools under one roof. Ultimately the best solution proved to be one building divided into two classroom wings and with a central space with shared amenities. Just as in Sand Springs, this school district was faced with community concern that the two schools were merging into one. Using these two projects as case studies, this presentation examines the planning decisions made by administrative and architectural teams to combine separate schools under a hybrid model in which they would share facilities while maintaining individual identities. The team will look at the efficiencies created through shared facilities while taking a critical look at potential inefficiencies and challenges as two schools come to terms with a new conjoined arrangement.

Learning Objectives:
  1. DEMONSTRATE how sharing resources can be beneficial to a community without stripping individuality from separate schools.
  2. DEVELOP a strategic approach for presenting and discussing controversial decisions with a community.
  3. DETERMINE what resources are easily shared through the combination of facilities versus which are more easily planned as separate programmatic elements.
  4. WEIGH the pro and cons of merging separate schools into one facility.
Virtual - The Integration of Diversity: Designing for Inclusion
Zlontnik Ballroom 5

Anne Hildenbrand, AIA, BRW Architects
Ashley Jones, Highland Park ISD
Monica Simonds, M.Ed., Richardson ISD
Emily Villamar-Robbins, Richardson ISD Council of PTAs

Diversity can be measured in a myriad of ways. Understanding that we are all different and unique is essential in designing inclusive environments intended to promote growth and foster leadership. Studies show that diversity among students can directly impact achievement, aid in developing empathy and even help a student feel safer. There is educational value in diversity and designers need to be advocates for diversification. In this program, we will discuss planning and design influences of inclusive and universal educational environments. Spaces that embrace all students by addressing accessibility, sensory integration differences, auditory and vision challenges, developmental and emotional limitations, gifted and twice-exceptional differences as well as gender-neutral spaces. Thoughtful design considerations such as lighting, acoustics, color, tactile paving, furniture, classroom structure, and assistive technology, all play an integral role in contributing to the physical and emotional safety of all students. School districts are paving the way. Across the nation, districts are starting to implement disability awareness programs to help students better understand what it’s like to live with a disability. In addition, there is a growing trend of state funding for School Mental Health and Support Services within K-12 budgets. School campuses are heightening their health and wellness programming to acknowledge mental health issues in our schools. Architecture and the spaces we inhabit subconsciously affect our mood. Thoughtful, well-designed architecture can have a profound influence on our well-being, as well as a major impact on cognitive development in children. Designing environments that give way to positive school experiences for all students is our foundation.

Learning Objectives:
  1. Participants will identify the benefits of designing for diversity
  2. Participants will explore the basic principles of universal design
  3. Participants will discuss presentation approach and learning styles, and how to leverage the role of assistive technology in universal design
  4. Participants will take with them the knowledge to carry on the dialogue of equity and inclusion, becoming advocates for diversification
Guadalupe Classroom 
Virtual - How Facility Planners Can Help Overcome the Impact of Poverty on Student Achievement
Zlontnik Ballroom 6

Monte Hunter, MAPR LLC

Recent trends indicate poverty is the most significant factor in student achievement. Recent school finance changes focus on this challenge. This session provides facility planning and design practices that can help fight the impact of poverty on student achievement.

Learning Objectives:
  1. Review of poverty and student achievement trends.
  2. Correlation of facilities and economically disadvantaged student achievement.
  3. Facility features that correlate with the achievement of economically disadvantaged students.
  4. Preserving resources to battle the impact of poverty.
Thursday, April 8, 2021 | 11:00 AM – 12:00 PM
Virtual - Creating Louisiana’s Workforce – How the Strategic Planning of New Facilities Serve Students, Local Business Partners, and Communities
Zlontnik Ballroom 4

Ed Jenkins, CSRS, Inc.
Tim Barfield, CSRS, Inc.
Dr. Monty Sullivan, President of the Louisiana Community and Technical College System

Billions of dollars are being invested by companies growing their operations by relocating to Louisiana. To aid in the state’s attraction to private industry, The Louisiana Community & Technical College System (LCTCS) made a commitment to “Building the Louisiana Workforce of Tomorrow”. A Louisiana Legislative requirement for LCTCS to procure private industry funds to supplement public funds has created partnerships between education and the private sector leading to jobs and an improved quality of life for the citizens of Louisiana.

Learning Objectives:
  1. Learn how the workforce needs of local and state-wide business and industry partners help shape the planning of new facilities
  2. Learn how the merging of public and private funds can lead to partnerships that improve the education process
  3. Learn how completed facilities have increased enrollment and provided job opportunities for students’ post-grad
  4. Understand how planning to meet the workforce needs of Louisiana will better serve students, business partners, and the community
Change Agent, MacConnell Winner, and High Academic Outcomes: Learn How Canyon View High School is Doing it!
lZlontnik Ballroom 5

Taryn Kinney, AIA, DLR Group
Marilyn Denison, EdD, DLR Group
Raechel French, DLR Group

A MacConnell winning project begins with the right blend of planning, design, and stakeholder input, and ends with an innovative design that facilitates student achievement galvanizing a strong vision. While this designation is elevated in stature, every school district has the ability, and responsibility, to positively impact their learning environments in support of their vision for teaching and learning. Participants will hear steps this year’s MacConnell winning firm took during the planning and design of Canyon View High School, and how an empathetic, data driven process can be applied in their home districts. From learning real life lessons to shaping the culture of a new campus, hear from students and educators about their personal journey inside the school.

Learning Objectives:
  1. Learn how the planning process can spark innovation and deepen understanding.
  2. Hear how teachers are honored as professionals and provided the tools they need to facilitate high levels of engagement.
  3. Understand how and why kids feel safer and more motivated as a result of design and culture.
  4. Hear how research can be implemented from construction through occupancy and support a culture of continuous improvement.
7 Deadly Sins of Construction Administration
Zlontnik Ballroom 6

Christopher Martin, HarrisonKornberg Architects

Construction Administration is a turbulent time in any project. It is at this point that the Contract Documents are stress tested. No document can completely account for unexpected conditions and changes that manifest during construction. How these problems are addressed as they arise is critical to risk management. This presentation explores seven (7) commonly used words in responses to contractor questions that can open both the Architect and Client to increased liability.

Learning Objectives:
  1. Identify methods of responding to contractors’ inquiries that do not modify the contract between Owner and Contractor.
  2. Identify methods of responding to contractors’ inquiries that directly modify the contract between the Owner and Contractor.
  3. Explore seven (7) commonly used words in response to contractor inquiries that expose the Architect and the Owner to additional risk.
  4. Understand the appropriate vehicle for responses to contractor inquiries, and construct a response that minimizes liability exposure for both the Architect and the Owner.
Won't You Be My Neighborhood? The Evolution of Neighborhood Learning Environments
Guadalupe Classroom

Jessica Molter, Pfluger Architects

A look at four distinctive districts with a common goal—providing collaborative, neighborhood learning environments that support their PK-5 curriculum. We'll explore how each district defines these spaces, the design approach used to create them, and the adaptations made along the way. The panel will discuss universal concepts and features as well as district-specific applications. We will also talk about lessons learned related to design-intent versus actual usage and how to encourage effective use of the neighborhood learning environment.

Learning Objectives:
  1. Concepts that make a successful collaborative space.
  2. How to get buy-in for successful usage of neighborhood space.
  3. Lessons learned from creating productive collaborative environments.
  4. How these features and concepts can be applied to an existing campus with double-loaded corridors.
Thursday, April 8, 2021 | 1:45 – 2:45 PM
Whole – Designing environments that help teachers and students thrive
Zlontnik Ballroom 4

Irene Nigaglioni, IN2 ARCHITECTURE, INC.
Bill Latham, Meteor Education

This session will explore the current challenges that teachers experience due to increased demands and stress, and how this affects student performance. The session will review changes to the built environment that can help reduce stress and increase community and connection between students and teachers.

Learning Objectives:
  1. Participants will understand the impact of the built environment on health and well being.
  2. Participants will learn the challenges facing teachers today, which have resulted in teacher disengagement.
  3. Participants will understand how building design can help reduce stress and improve behavior
  4. Participants will learn the facts on teacher disengagement and its impact on student achievement.
CTE That Works —Choosing and supporting programs for your community
Zlontnik Ballroom 5

Robyn Popa, Pfluger Architects
Jessica Molter, Pfluger Architects

CTE programming is expensive—the typical cost for an adopted program can be markedly higher than that of a standard classroom. With mandated alternative educational pathways, every district must determine where and how to spend their dollars to create meaningful CTE options. We will discuss with three district representatives how they made their decisions and what resources they found and used to determine programming that would directly benefit their immediate communities. We will also talk about CTE Advisory Councils, how they can be formed, and how they can support curricula.

Learning Objectives:
  1. Best practices for determining curricula for your district.
  2. Typical costs and size requirements for various CTE programs.
  3. How to enhance CTE with industry input.
  4. Success stories you can learn from.
PLAY-Based Learning in Early Education ... and Beyond!
Zlontnik Ballroom 6

Gregory Prince, PBK
Guillermo Viaud, PBK
Lauren Ambeau, Friendswood ISD

This presentation will begin with exploring what play-based learning is and how it is currently being implemented throughout the realm of early education. We will discuss why this learning method is so beneficial to children beginning in their earliest years of education and how it can set them up for success at school and beyond. We will then examine ways our designs for schools and classroom spaces can enhance and help to cultivate what our teachers are trying to achieve with their students in these play-based programs.

Learning Objectives:
  1. To gain an understanding of Play-Based Learning concepts and practices
  2. To understand how Play-Based Learning is being applied in current curriculums
  3. To recognize how school and classroom design can support Play-Based Learning
  4. To explore the process of designing dynamic learning environments that enhance the application of play-based learning
Guadalupe Classroom
Thursday, April 8, 2021 | 3:00 – 4:00 PM
The Future of School Administrative Spaces: How to Support a New Generation of Teachers and Administrators through Efficient, Collaborative Design
Zlontnik Ballroom 4

Jennifer Quigley, AIA I CEFP I LEED AP BD+C, PBK Architects
Manuel (Manny) Torres, PBK Architects

Historically, schools have been defined by a culture of individualism. K-12 design efforts in recent years have made a strong stance for collaborative areas, classrooms with flexible seating, tech savvy spaces, library media centers with quality views, and cafeterias that mimic cafes. These spaces are designed for students with their success in mind. What is forgotten? Teachers. Teachers and administrators need spaces to develop, collaborate, and relax. School design has been centric to teaching and learning, but supporting and valuing the education profession has been a low priority, or perhaps altogether forgotten. “Collaboration” may be the ultimate buzzword of this decade, but to truly implement a culture of collaboration in schools, both educators and students should be included in the focus. By examining the redesigned workspaces and culture of powerhouse corporate companies, attendees will be able to visualize methodologies for mirroring concepts in school administration areas. Studies have shown that the workplace itself through design aesthetics and flexible work approaches is one of the key recruiting tools for future generations; as companies implement places for interaction, wellness programs, coffee bars, and other amenities, retention and attraction rates are at record highs. In an effort to mitigate a potentially negative public perception on spending funds for new or renovated administrative areas, the design team can utilize a school's currently allocated square footage to create an efficient, yet improved space at a low cost. By creating a workspace that puts educator needs at the forefront and allows for a paradigmatic shift from an individualist to collaborative culture, an opportunity for a broader reach of success is realized; teacher satisfaction is symbiotic with student performance. Results from recent post-occupancy surveys on new or newly renovated administrative areas, as well as school administrator testimonials on incorporating smart workplace design into administration areas, will demonstrate the importance of designing schools not only as places of learning, but also as places of work.

Learning Objectives:
  1. Understand how improved school administrative areas can shift the perception of faculty recruits and serve as an added employee benefit.
  2. Utilize testimonials and post-occupancy surveys to obtain valuable data on the critical need to improve school administrative spaces.
  3. Recognize how collaboration is equally beneficial amongst faculty as it is students, and how this can be supported by design.
  4. Apply corporate office design trends as a basis for improved school administrative areas.
This Time We Really Mean It – Campus Replacement When School Renovation or Expansion Just Won't Work
Zlontnik Ballroom 5

Scott Stites, Bartlett Cocke General Contractors
Drew Johnson, PE, Austin Independent School District
Kristin Ashy, Austin Independent School District

What does a public school district do when faced with operating a campus that has reached the end of its life cycle? Tearing down and replacing a campus, or closing and consolidating with another population presents complex problems in planning, design, and community relations that are challenging financially, culturally, and politically. In 2016 the Austin Independent School District, with over 80,000 students at 129 separate campus, found that antiquated campuses, shifting demographics, and difficult school financing conditions forced the District to confront a number of very challenging facilities realities. The starkest choices included accepting that a number of campuses were both unsuited to support the instructional best practices model that the District wanted to follow, or that declining populations in some neighborhoods left the student populations so low that closure and consolidation were the only sustainable choice from an operations standpoint. How does a community, district, planning team, and builder go about navigating such a technically and politically difficult process? The sessions presentation team represents critical participants in AISD's facilities replacement process:
  • Kristin Ashy, Austin ISD Trustee served as a member of the District’s Facilities Advisory Committee and chaired the Community Engagement Subcommittee charged with presenting all elements of AISD's $1B 2017 Bond Program to the community prior to joining the Board. As a Trustee, Kristin represents the community in ensuring that the commitments made in the Bond are achieved.
  • Drew Johnson, PE began as a key member of AECOM's Facility Assessment and bond planning team that oversaw a comprehensive facility analysis process that included, among other things, evaluating the educational adequacy of each existing structure and subsequent planning of the $1B Bond Program. Drew accepted the position of Director of Bond Planning and Controls at AISD and is now charged with representing the District's interest from the planning process through design implementation and construction.
  • Scott Stites, LEED GA, is the K-12 Educational Facilities Leader for Bartlett Cocke General Contractors who has multiple construction contracts for the AISD 2017 Bond Program. Prior to joining Bartlett Cocke, Scott led architectural design and planning teams serving both K-12 and Higher Education clients across Texas.
Most ISD’s will ultimately face similar challenges as overwhelming educational needs, systems obsolescence, and structural deficiency eventually catches up. Our presentation will chart AISD's 2017 Bond Programs progress in not just meeting new academic, safety, and equity standards but to aid in achieving the ultimate goal of transforming an entire educational community.

Learning Objectives:
  1. Tools to reconcile 21st Century educational realities with existing facilities that are a legacy of 19th Century educational theory. Recognizing limitations of a campus and identifying the tipping point for replacement vs renovation.
  2. Identifying the true cost of campus replacement from temporarily accommodating students to scheduling realities of driven by varying scheduling realities.
  3. A school building is simply not a commodity so public engagement and communication is a vital part of a programs success from planning to eventual ballot success. Recognizing a school's role as an anchor to a neighborhood that has influenced generations cannot be overlooked so we will describe AISD's approach to building consensus and compromise.
  4. Construction can be a disruptive process in the best of circumstances. Each campus has opportunities and restrictions that impact can design, budget, and schedule. We will discuss how to evaluate whether students and staff can remain on campus during construction and when it makes sense to relocate and the challenges temporary accommodation presents.
Virtual - How Healthy is Your School?: An Exploration of the WELL Building Standard
Zlontnik Ballroom 6

Angie Stutsman, RID, WELL AP, Corgan
Brandon Boyter, Allen ISD

The development of the WELL Building Standard links proven research regarding brain development, exam performance and absenteeism with practical strategies designed to increase focus, critical thinking and social aptitude. Providing occupants with a sense of ownership of their environment, access to nature, furnishings that allow for movement and reduced air and noise pollution are some embedded design recommendations. The WELL certification has been a new standard of excellence for corporate interiors and stands to provide equivalent outcomes for educational environments.

Learning Objectives:
  1. Describe the requirements of WELL certification and discuss how their implementation can improve student health and wholeness from Pre-K to Higher Ed
  2. Provide an overview on the process of applying for the WELL Building Certificate and discuss the commitment a school district must make to renew this certification each year Learning
  3. Provide examples of how this program will position your school to stand out amongst the crowd
  4. Illustrate the differences between the WELL and LEED standards
Investing in a Facility that Bridges Curriculum and Community – Welch Outdoor Learning Center in Katy
Guadalupe Classroom

Parul Vyas, AIA, STANTEC
Lisa Kassman, Katy ISD
Jennifer Henrikson, AIA, STANTEC

Outdoor education has long been an area where educators have introduced the sciences to students at an early age in a hands-on learning format. Students get the opportunity to explore the wonder that the outdoors has to offer during the school year and also offers a venue for summer camps and local events remainder of the year. A case study of Welch outdoor learning center in Katy ISD will address how districts can meet and go beyond the normal expectations for outdoor learning.

Learning Objectives:
  1. Determine how a safe natural outdoor environment enhances learning and supports hands on experience.
  2. Participants will be able to envision the opportunities possible when running their own outdoor education center.
  3. Participants will begin to imagine how to partner with others to make an outdoor learning center a reality.
  4. Participants will see how physical improvements to their center can add value to their programs.
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LearningSCAPES 2021


October 14-18, 2021
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