Crisis control is more than calling 911, especially when the entire region is in crisis. Austin ISD will present the organizational and resource strategies used for disaster recovery from the recent Texas ice storm and power outages, in which over 90 AISD schools and facilities lost power and/or water. In an effort to further prepare others for future recovery, we will work together to help you create a toolbox for a district resilience plan.

1. Participants will understand organizational, communication, and collaboration strategies for effectively dealing with a facility crisis.
2. Participants will have insight into a case study that addresses lack of power, water, and severe weather to share lessons learned.
3. Participants will analyze their own potential disaster risks based on their region so that they can begin a preparedness plan for such risks.
4. Participants will understand how to create a resilience planning strategy to reduce their risks and support their community.

1. What student needs are driving a mindset shift around the commons;
2. What functional elements of design are supporting these needs and serving as a building block for future change; and
3. How school districts are evolving their approach to capacity and utilization to support virtual learning.

1. To present learners with a strong mental model for understanding the mental health stages during mass disaster recovery.
2. To assist learners in identifying the construct differences between resiliency and post traumatic growth.
3. To explore the primary research around the key domains that predict positive outcomes of post traumatic growth.
4. To offer points of application to support leaders in the essential mind shifts needed to build a more resilient team post-pandemic.

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.

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.

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.

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.

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.

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.

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.

1. What goes into BECx and why it’s important
2. What a qualified BECx consultant will bring to your project
3. How to integrate commissioning into each phase of a project
4. Common building enclosure failures and testing methods

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.

1. Identify the benefits of designing for diversity
2. Explore the basic principles of universal design
3. Discuss presentation approach and learning styles, and how to leverage the role of assistive technology in universal design
4. Take with them the knowledge to carry on the dialogue of equity and inclusion, becoming advocates for diversification

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.

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

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.

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.

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.

This session will introduce the problem of indoor environments and how they are never neutral. The quality of our learning environment has a significant impact on student learning and performance. Factors such as air quality, light, ventilation, thermal comfort, and others create stress factors which impact the ability for students to focus, process information, collaborate and succeed. These factors also have physiological impacts on health and the brain. By understanding these factors and how to create the right balance in the learning environment designers, administrators, teachers and students can create calming spaces that help students feel safer, calmer and better able to learn. Designers seeking to improve the indoor environment are informed by characteristics of children and adults with special needs and those who have experienced trauma, including the trauma of COVID19 and racism.

1. Understand the impact of the built environment on health and well being. 
2. Identify challenges students and teachers face today due to trauma and how the environment can help mitigate this.
3. Gain ideas on a variety of techniques to deploy in their own designs and schools.
4. Compare and contrast learning environments that could be considered detrimental versus the ones that are not.

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.

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

1. Understand how improved school administrative areas can shift the perception of faculty recruits and serve as an added employee benefit.
2. Understand design concepts which places educator needs at the forefront of the workspace and embraces collaboration.
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.

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

1. Determine how a safe natural outdoor environment enhances learning and supports hands on experience.
2. Envision the opportunities possible when running their own outdoor education center.
3. Imagine how to partner with others to make an outdoor learning center a reality.
4. See how physical improvements to their center can add value to their programs.