| Monday, March 19, 2018 | 10:45 – 11:45 am |
| Bridging Generations |
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Speaker:
Curt Steinhorst
 1 LU
View presentation »
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| Proposed Treatment and Environmental Changes to Provide Improved Learning Opportunities for Exceptional Children |
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Speakers:
Len Witke, AIA
Katherine Willenbrock, Principal, Lincoln Academy, Charlotte, NC
Attorney, Charlotte Mecklenburg Schools
Manashi Chakrabartty-Lim, OTR/L
1 HSW
Our panel will present a new approach to helping school teachers, exceptional children, and their parents find better, less restrictive, less confrontational ways to address student’s disruptive behavior. This approach results in less costly and more effective spaces for timeouts and seclusion spaces, lessening disruptive outbursts in the general classroom setting. Presenters will discuss a new methodology for having students help identify when they feel that they are becoming agitated or anxious, and this action on their part enables staff to work with the students to address their needs through the use of specialized time out areas in the classrooms and/or the use of unique time out rooms that allow the students to focus on other issues and decompress so they return to the classroom and become active participants in the normal classroom activities with their peers.
The panel of speakers will include a principal from a specialized K-12 School for Exceptional Children, a parent of an exceptional child, and a treatment staff member from Durham Public Schools who believes that their successful though non-traditional treatment modality for working with students that are nearing their boiling points can help other districts achieve a similar measure of success in their schools and programs. The CMS attorney will discuss the impact of the statutory language on this issue and on the design of these spaces. Len Witke, currently working on the EC Replacement School for Charlotte Mecklenburg Schools, will act as moderator for the panel and also share his insights as to the changes in time out spaces and seclusion rooms that are being developed to help change those spaces from places of deprivation and punishment to those of support and healing.
Learning Objectives:
- Identify treatment modalities that offer a better way to support and help EC students and minimize or eliminate disruptive classroom behavior.
- Provide options for the design of time out and seclusion rooms that can make these spaces more student friendly and safe, for the students as well as the staff.
- Provide an owner’s perspective on what constitutes and acceptable and defensible legal position on adherence to the North Carolina state statute that applies to time out and seclusion room designs, the use of restraints and force as well as the observation and treatment of EC students while in these spaces.
- Share ideas for other treatment spaces both in the classroom and separate from the classrooms that can help students decompress more effectively.
- Provide attendees with the perspectives of both a parent and also a principal on the salient issues related to EC students, the responsibilities of providing them with safe and supportive learning environments and the need to look for solution’s that are as normal and beneficial as possible.
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| Design and Reality – Strategies for Optimizing K-12 Building Performance |
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Speakers:
Dan Schnitzer, Chapel Hill-Carrboro City Schools
John Nichols, Moseley Architects
Steve Nally, Moseley Architects
1 HSW
Domain: Toolbox – Content of this session/workshop will focus on the approaches, methods and applications when transitioning from design and concept into reality, actual existence through quality performance, execution and/or product.
K-12 school districts are increasingly looking to reduce their energy bills in both new and existing facilities. At the same time, the myriad of team members involved in the design, construction, and operations of each school building can make it difficult to realize this goal – such that the “real world” energy consumption of new and renovated schools often diverges from the original design projections. While this is especially true for schools that are pursuing green building ratings such as LEED and ENERGY STAR, the same challenge is faced by any school looking to save energy. Presenters from Chapel Hill-Carrboro City Schools and Moseley Architects will discuss this challenge and recommended strategies for tackling it, using several examples from recent K-12 school projects. By working together to smooth the transition from design to operations, this partnership has identified a number of “best practices” for architects, engineers, contractors, facility managers, and building occupants to promote better energy performance at every step in a school building’s life-cycle. This session seeks to promote an engaging dialogue that is sure to produce new ideas that you can employ in your own new and existing schools. Following these methods has also resulted in an increased level of engagement from HVAC and electrical staff as well as students, teachers, principals, energy/sustainability managers, and facility managers.
Learning Objectives:
- Become familiar with some of the challenges and barriers to achieving energy efficient operations in new and existing school buildings.
- Understand the importance of monitoring energy consumption of school buildings on a monthly basis and the variety of tools for doing so.
- Identify “best practices” for energy efficiency that can be employed by architects & engineers, contractors, facility managers, maintenance staff, and building occupants.
- Explore methods for continuing the partnership between architect and owner long after the design and construction phases are complete.
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| State of the State |
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Speaker:
Nathan Maune, AIA, North Carolina Department of Public Instruction
1 HSW
View presentation »
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| Monday, March 19, 2018 | 1:00 – 2:00 pm |
| Neal Middle School’s SchoolsNEXT Presentation |
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Speakers:
Neal Middle Schools Students
1 HSW
The SchoolsNEXT competition challenges students from across the globe to think creatively as they plan and design tomorrow’s 21st century learning environments to enhance innovative ways of teaching and learning, be healthy, conserve resources, be environmentally responsive and engage the surrounding community. The multi-disciplinary solution requires students to follow a planning process from the concept phase to completion of the project, with thorough documentation. This SchoolsNEXT team will demonstrate their passion and innovation in rethinking the requisites of learning environments, creating and building solutions to global design challenges that inspire transformation in education for tomorrow’s leaders and learners. Creating meaningful learning experiences for all learners through rigorous research, the students focused on broadening the potential of a school by connecting excellence in design with excellence in education. The students will present a modern, innovative and eco-friendly 21st century that promises to make learning more engaging for all students. With innovative green technologies and a strong desire to design solutions for problems facing their community, these young designers demonstrate great enthusiasm, remarkable research and exceptional teamwork.
Learning Objectives:
- Discover unprecedented ways to bring students together through seamless integration of technology.
- Explore the use of innovative green energy technologies and practices in schools including enhanced natural lighting using smart glass and solar tubes, solar leaves, algae for fuel conversion, solar panels, geothermal power, Theo chromic glass and wind turbines as well as the use of locally sourced structural elements and materials.
- Understand how environmental impacts and other unique challenges affect learning and health, and foster environmental literacy in isolated communities.
- Discover how collaborative planning and design-thinking across diverse networks can result in student-centered challenge-based learning opportunities encompassing authentic, real world projects; and how the focus remains on sustainable and health-promoting solutions.
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| Monday, March 19, 2018 | 2:15 – 3:15 pm |
| How Sustainable Design Becomes Net Positive Education |
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Speakers:
Sean O'Donnell AIA, LEED AP, Perkins Eastman Architects
Brad Crotts, Perkins Eastman Architects
1 HSW
Domain: Learning – Content of this session/workshop will focus on how we learn and/or how the physical environment responds specifically to various methods of instruction, pedagogies, learning styles, or learning trends.
Sustainable design has had a dramatic impact on the design of educational environments. Communities, and schools across the country are actively committing impressive rigor, resources, and effort to pursue ambitious targets like Net Zero Energy (NZE). What if we leveraged the enthusiasm, rigor and resources associated with NZE to achieve an even broader set of goals that specifically target our clients’ core mission of education? This more expansive approach could be called Net Positive Education.
Net Positive Education is a belief and a commitment. The belief is that design has a demonstrable impact on learning. The commitment is to rigorously define and pursue evidence of the connection and its impact. Like NZE, we will define desired outcomes and discuss design strategies that could have the greatest impact on achieving these outcomes. Lastly, we define means to confirm the results once the new facilities are in use. For outcomes, we will look at data that schools already collect: test scores, enrollment, absenteeism, retention, graduation rates, and incident reports. We will then identify research establishing linkages to performance metrics. For example, the literature on daylight is well established. There are also new insights into the relationship between carbon dioxide and cognitive function and air pollution and chronic absenteeism. Beyond IEQ, we will explore support for teaching and learning, community, and safety and security. Tapping innovations and insights from Mind, Brain and Education Science, we can begin to make connections between research into memory, attention, and motivation and environmental design.
Learning Objectives:
- Learn how the use of sustainable design practices improves educational performance and occupant well-being.
- Effects of indoor air quality on student performance.
- Effects of energy efficiency on student performance.
- Effects of acoustics and natural daylighting on student performance.
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| Accessing Big Data through the Internet of Things: How Fault Detection Data Analytics can be used for much more than energy savings |
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Speaker:
Mike Burriss, REFP, MBP, Inc.
1 HSW
Domain: Learning – Content of this session/workshop will focus on how we learn and/or how the physical environment responds specifically to various methods of instruction, pedagogies, learning styles, or learning trends.
Building automation systems are collecting and storing massive amounts of data. Reviewing that data typically involves downloading trends from the previous 30 days, converting the data into a plottable format, and expending countless hours of engineering analysis. As a result, other than system failures and hot/cold calls, poor system performance does not get identified for two or three months after an issue arises.
Accessing this data through the internet of things, and routing through fault detection data analytics (FDDA) algorithms allows the data to be usable in real time to operations and maintenance personnel. See how Big Data was used to defend a design firm from a $1 million claim for a damaged artifact, and how FDDA could have prevented the damage from occurring. We will show you how to leverage FDDA to prioritize your maintenance work orders so that your limited resources can be focused more on resolving critical performance issues, and less time treating the symptoms. Finally, we will show how FDDA can reduce the overall facilities operational costs not only with a reduction in utility costs, but also materials and labor costs.
Utilizing FDDA for big data can save owners big money through prevention of critical failures, prioritization of work orders, and reduction in the facilities’ operational expenses.
Learning Objectives:
- How FDDA can help in identifying potential issues before they become a problem or an emergency, thus preventing health risks for the occupants.
- Learn how maintenance work can be prioritized to prevent costly damages to equipment and health hazards for the occupants.
- Learn how FDDA can help in reducing operational cost through more efficient energetic use and in maintaining comfortable and healthy conditions for the occupants, improving attendance.
- Learn how FDDA can prevent critical failures and save a lot money in costly repairs and claims.
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| Monday, March 19, 2018 | 3:30 – 4:30 pm |
| Granite Falls Middle School: A Case Study in Revitalization, Modernization, and Preserving a Legacy |
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Speakers:
Vern L. McKissick III, AIA, ALEP, LEED AP, McKissick Associates Architects
R. Wayne Roberts, AIA, REFP, CPTED, McKissick Associates Architects
Dr. Jeff Church, Caldwell County Schools
1 HSW
Domain: Context – Content of this session/workshop will focus on the circumstances that form the setting for the design and construction of specific learning environments and characteristics that distinguishes the project from other applications.
Process – Content of this session/workshop will focus on the importance of quality processes and practices implemented by the project team when creating learning environments. The who, what, when and how of various disciplines and applications.
Parameters – Content of this session/workshop will focus on the aspects and guidelines of a project often regulated or administered by other entities, organizations, and/or governing agencies.
When shifting programmatic and population needs arose, Caldwell County Schools had to make tough decisions for their community and the future of the historic Granite Falls Middle School. Could they revitalize their existing facilities and still get a new 21st Century school, or would circumstances require they build a new building? How could they ensure the community was involved and engaged so everyone was on the same page? In this session, McKissick Associates Architects, Caldwell County Schools, and the North Carolina Department of Public Instruction join together to present and discuss community engagement, renovation considerations, collaboration, and the process behind the Granite Falls Middle School project.
In this session, representatives from McKissick Associates Architects, Caldwell County Schools, and the School Planning Division of North Carolina Department of Public Instruction will participate in a panel discussion of community engagement, renovation considerations, collaboration, and the process behind the Granite Falls Middle School project. Touch points will include community engagement techniques, consensus building, and collaboration with multiple organizations and agencies. Panelists will discuss the process of evaluation, assessment, and decision making involved with Granite Falls Middle School including, why Caldwell County Schools decided to maintain the existing site, preserve, and rebuild the historic structures. With budget constraints pitted against the cost of land development and new construction, a new facility with the same amenities as their existing school was unlikely. Rather than take an all or nothing approach, the project team was able to address the issues of old buildings and good old buildings, identifying which aspects of older structure have the most to offer for rehabilitation as part of a 21st century curriculum. Panelists will also discuss the decision to proceed with a combination of renovation, selective demolition, “historically sensitive” new construction, and historic preservation, and the particular challenges and benefits of this process. Attendees of this panel can expect to glean lessons learned and best practices for engaging local communities with historic schools.
Learning Objectives:
- Understand tools and methodologies for community engagement and consensus building.
- Differentiate challenges and benefits of new middle school design versus existing site transformations.
- Better determine old buildings versus good old buildings that can have a second life.
- Understand the maximization of existing resources for building renovation and modernization.
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| Land Entitlements & Site Permitting |
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Speaker:
Blake Hall, Timmons Group
1 HSW
Domain: Parameters – Content of this session/workshop will focus on the aspects and guidelines of a project often regulated or administered by other entities, organizations, and/or governing agencies.
Identifying Land Entitlements for properties is often the first step in selecting a project site. This seminar will provide an in-depth review of how to identify Land Entitlements such as zoning, conditional/special use permits, and the conditions associated with each. It will summarize the typical rezoning process and timelines including prerequisites, notification requirements, and how to successfully navigate the Land Entitlement process. We will also look at site-related permitting requirements, permitting authorities, the various timelines needed to receive approvals, and how they can affect project schedules.
Learning Objectives:
- Learn how Land Entitlements affect and influence the intended use and design of sites.
- Learn and understand the Land Entitlement process and the legal processes and approval timelines associated with it.
- Learn how to research various local, state, and federal land development ordinances in order to properly design projects to comply with zoning and life safety requirements.
- Learn how the Site Permitting process works within various localities and better understand the multiple agencies that require approval prior to permit issuance. Learn how approval timelines can affect the overall project schedules.
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| Tuesday, March 20, 2018 | 9:00 – 10:30 am |
| School Shootings / Lessons Learned |
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Speaker:
Joanne Avery, Superintendent
1.5 HSW
View presentation »
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| Tuesday, March 20, 2018 | 10:45 am – 11:00 am |
| Evolution of Prototype: From Castle Hayne to Porters Neck to College Park Elementary Schools |
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Speakers:
Charles Boney, LS3P
Leanne Lawrence, New Hanover County Schools
View presentation »
Domain: Process – Content of this session/workshop will focus on the importance of quality processes and practices implemented by the project team when creating learning environments. The who, what, when and how of various disciplines and applications.
Parameters – Content of this session/workshop will focus on the aspects and guidelines of a project often regulated or administered by other entities, organizations, and/or governing agencies.
Toolbox – Content of this session/workshop will focus on the approaches, methods and applications when transitioning from design and concept into reality, actual existence through quality performance, execution and/or product.
Selection of a school prototype is perceived as a simple task of identifying a model that works for a school district and hiring the architect to adapt the prototype to a new school site. Changing program requirements, different site challenges, and rapidly-escalating construction costs have recently given prototypes an increased level of complexity. This program will present the evolution of one prototype over fifteen years in New Hanover County.
Our presentation will address Innovate, Collaborate & Rejuvenate in the following manner: INNOVATE: Identity + Inspiration + Interiors: We will discuss the means used to inspire elementary school students throughout the school, using bold colors and patterns to give each space its own particular identity. COLLABORATE: Cost Control: The original school built as Castle Hayne Elementary School was largely based on a structural system that proved too expensive to replicate at Porters Neck Elementary School. Close collaboration with our structural engineer and cost consultant helped us fine-tune the structure to align the project with its budget. Structural changes had a ripple effect upon other building systems, notably HVAC systems that required redesign. REJUVENATE: Progression of the Prototype: The design team has continually refined this model to take advantage of lessons learned. We have rejuvenated each version to address the changing school construction environment. Our presentation will include slide presentations of each prototype to illustrate the challenges faced by the design team. Presenters include representatives from the owner, architect, and contractor.
Learning Objectives:
- Use of design and color
- Cost control
- Design of prototypes
- Analysis of construction systems
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