Note: Session timings and venues are subject to change.

Sunday, October 7, 2007

10:30-11:45 a.m. The Building Information Model (BIM) Project Approach in the Design, Documentation and Construction of Educational Facilities Ms Kristine Mower, Orcutt | Winslow Paul Winslow, Orcutt | Winslow Russ Sanders, Orcutt | Winslow TBA, Graphisoft Understand new methods employed in the design and construction of educational facilities using the Building Information Model (BIM) project approach. This session will show techniques and strategies that benefit both the owner, the architectural team and the contractor. The advantage of this approach is that the client, the architect and their consultants can all actively participate in the design process at new levels. Not only can the client or user see the spaces projected in front of them but since they can be live models, individual elements can be moved or altered real time. By projecting elements of the structure or other systems individually or collectively, the contractor, subcontractor, engineer and architect can coordinate the building systems as the design progresses. Demonstrations of the process and examples of its use will be included in the presentation. Achieving Healthy Indoor Environments Through Energy Efficiency: One School District's Experience Kudret Utebay, The Cadmus Group, Inc. Laura Helmke-Long, U.S. Environmental Protection Agency Thomas Fernandez, Colorado Springs School District 11 Julio Rovi, The Cadmus Group, Inc. Learn how the Colorado Springs School District 11, an ENERGY STAR Partner of the Year Award winner in 2003, demonstrated leadership in constructing and maintaining high performance K-12 buildings. The district, with 70 facilities, 30,000 students, and soaring energy costs, used EPAs Portfolio Manager to assess the energy performance of more than 90 percent of its schools. In this session, the district's energy manager will share lessons learned from a new construction project to build high performance schools and a district-wide energy improvement project for existing buildings. An Alternative Approach to Financing and Delivery of A Capital Program Ms. Didi Caldwell Abi-Arrage, InRe Financial Bob Hughes, InRe Financial Phil Rohr, Rohr Associates, LLC In 1992, Greenville County School District in South Carolina developed a 10-year facility plan to meet rapid growth and address the district's decaying schools. After two failed referenda and annually increasing tax rates, the district had 25 more years to go on the same 10-year plan. The district faced a difficult decision- run the risk of another failed referendum or move forward with an innovative, yet still unproven program finance and delivery method that promised 70 new and renovated schools in five years. The district elected to move forward with a creative installment purchase financing and program management plan orchestrated by Institutional Resources, a joint venture firm. After legal delays, the program kicked off in 2002. Five years later, the district is nearing completion of nearly $1 billion worth of new construction and renovations. Learn about the program's concept and what led to its success. A CEFPI Research Study: National Study About Investment in School Infrastructure as a Critical Educational Capacity Issue Dr. Faith Crampton, University of Wisconsin-Milwaukee The evolution of research on the impact of the physical environment on student achievement has taken place over a 75-year span in this country and continues into the present. Two enduring challenges have been research methods and data availability. Over the course of decades, research methods have indeed matured, and national databases have been created. However, recent research still suffers from major weaknesses. This study sought to address these weaknesses through the development of a holistic theoretical model that links human capital, social capital, and physical capital as constructs that work together to enhance student achievement. A strong theory base guided the selection of variables used in the statistical analysis and, for the first time, national databases were utilized. The results of the analysis were robust indicating that when the negative effects of poverty are controlled for, investment in human, social, and physical capital explains a large percentage of the variation in student achievement. Not surprisingly, investments in teacher compensation (human capital) and instructional support (social capital) demonstrated larger effects than investments in school infrastructure (physical capital), but all were statistically significant, and hence all are necessary to enhance student achievement. The Architectural Response to Educational Reform Ms. Laura Knauss, REFP, Lionakis Beaumont Design Group Dr. Susan Wolff, Wolff Designs Kathleen Moore, California Department of Education Matt Perry, Principal, Health Professions High School Small, themed, project-based and relevant: what is the architectural buzz around school reform? Panelists in this session bring the perspectives of educator and researcher, practitioner and policy-maker to the dialogue. View real world examples (positive and negative) of the architecture of reform as they answer the practical question: "If we can only do one thing, what should it be?" Bring an inquiring mind along with stories of challenge and success to a fun, interactive and inspiring workshop. Connecting the Dots: P-16 Collaboration and Its Impact on Planning Educational Facilities Meg Parsons, AIA, REFP, Cuningham Group Architecture, P.A. Kathy Wallace, AIA, Cuningham Group Architecture, P.A. P-16 is shorthand for a process to create a more integrated system of education from preschool through baccalaureate degree and is focused on what students need to become prepared for life and work in their region. P-16 initiatives have emerged in a world where tomorrow's citizens need college education credentials and skills to earn a decent living, yet by some estimates only 28% of young people nationally receive an associate or bachelor's degree by age 29. Join us as we explore how educational facility planners can help influence the efforts of policy-makers and educators in the P-16 realm as we strive together to best meet the needs of all learners.

Sunday, October 7, 2007

1:45-3:00 p.m. Developing a Binder for a District-wide Master Plan Ron McPherson, Associate Superintendent of Operations, Clear Creek ISD Russ Wallace, AIA, Director of Facilities & Planning, Clear Creek ISD Rick Blan, AIA, PBK Architects How can a binder help you when you want to know answers to critical questions about your facility? The binder, a district-wide master plan provides you information at your fingertips. In this session, learn how Clear Creek ISD met the challenges and successes in creating a quintessential district binder that can answer anything from staffing needs to the number of portable classrooms. Also, understand how a district's goal of accommodating and educating students and staff can be identified and maintained in this binder. Instructional, financial and staffing plans can also be included in this useful resource. Designs for Achievement: Using 3 Ps to Build Schools on a Human Scale Victoria Bergsagel, Architects of Achievement David Stephen Steven Bingler, Concordia How do we build stronger bridges between the worlds of education, community and architecture? How do we design schools that do a better job of helping ALL students achieve? And how do we shift communities from complacency to high achievement? This seminar offers design and planning tools to transform school buildings and their communities into more powerful places of learning. It will provide ideas to help architects, educators, parents, students, activists, and service agencies work more closely together to design learning communities on a human scale. Drawing on examples from New Orleans to Boston to Seattle to San Diego, it will engage participants in learning how to utilize powerful processes, principles and patterns to achieve outstanding educational results. Destination Central: Expanded Learning Areas and the Pursuit of Dynamic Educational Space Ms. Eileen Goodman, MoodyNolan, Inc. Charles Paros, AIA, NCARB, MoodyNolan, Inc. John Carr, AIA, Dayton Public Schools Charles Warner, AIA, REFP, Warner Concepts, LLC Learn how the concept of the Extended Learning Area (ELA), currently underway in Dayton Public Schools, Ohio, is being used in all academic spaces. This presentation will highlight the design of ELAs as dynamic educational spaces and identify how the users will transform these spaces to their meet specific needs and teaching styles. Strategically, the introduction of ELAs combined with a flexible arrangement of classroom spaces works to encourage both cross-disciplinary and inter-disciplinary discourse and promotes a district-wide initiative to mainstream its significant special needs population. Disaster Recovery Planning for Schools Roger Morse, Morse Zehnter Associates This presentation will provide a thought-provoking discussion of various aspects of a disaster recovery process. General discussion areas will include the following: Damage Assessment: building substrates; building envelope; mechanical, electrical and plumbing, structural evaluation; demolish versus rebuild. Remediation, Restoration and Construction: mold remediation and clearance sampling; construction management issues; temporary conditioning and dehumidification; (re)commissioning. Environmental and Materials Assessment: indoor air quality, surface contamination; asbestos-containing materials and fire protection; plaster substrates; wood materials; restoration of historic structures. Dispute Resolution: determine whether moisture damage was the result of the hurricane or of some pre-existing defect; determine if the structure complied with building codes in effect at the time of construction. Mapping and Documentation: geographical information system (GIS) databases of sampling and contamination locations; computer-assisted evaluation of physical assets of campus structures; photographic and videographic documentation. Vocational technical education and its impact on school facilities Dr. Glenn Massengale, HMC Architects The foundations of vocational education in the United States are steeped in a tradition of social stratification. Given the interests of labor unions to prohibit a flooding of the labor market during the beginnings of the twentieth century, prolonging the high school experience and developing the vocational-technical track served to distinguish between the educated elite, a skilled labor force, and an unskilled labor force. This workshop examines the implications of the renewed interests in vocational technical education and its impact on school facilities. Multiple Factors Influencing Education and Their Impact on Facilities Raymond C. Bordwell , AIA, LEED AP, Perkins Eastman Architects, New York, NY Pamela J. Loeffelman, AIA, LEED AP, Perkins Eastman Architects, Stamford, CT Adam Rubin, New Visions for Public Schools, New York, NY Sarah Jane Woodhead, AIA, NCARB, Virginia Public Schools, Arlington, VA Many factors influencing education are causing a change in the design of educational facilities. Issues such as equity and multiple intelligences and high performance design, indoor air quality, CO2 emissions and global climate change are becoming prevalent buzz words in most clients'/citizens' vocabulary. The increasing rate of technological change and its affect on school infrastructure design become expensive considerations. With all of these influences, architects, school board members, administrators and community members are faced with funding challenges beyond traditional means. The question is, where will the money come from? Traditional funding policies are being supplemented with a variety of partnerships. Numerous models and precedence are emerging. These partnerships include public/private, public/public, and private/private alliances. These funding models help address budgetary gaps in a rapidly escalating construction environment, while also fostering facilities that enhance value and act as centers of community. Join a panel who will first outline who is establishing precedence, the resources that can be used to establish similar programs in your districts, and how this is affecting facility design. After the initial overview a compendium of policy resources will be provided and will follow with an outline on how educational specifications are being adapted in response to these various models with the following case studies. Arlington Public Schools/Arlington County, VA – Public/Public This district has created a unique precedent in combining programs that directly respond to community needs. New Visions for Public Schools, NY, NY Public/Private This not-for-profit organization has actively worked to promote small school reform in partnership with the NY School Construction Authority. A recent initiative includes a middle/high school providing a curriculum focusing on careers in healthcare. Concordia International School, Shanghai, China – Private/Private A private school building a 400-seat performing arts center with video conferencing capability to expand opportunities that will affect both current and long-term performance funding. A Private School, Seoul, South Korea – Private/Private Interface A new middle and high school facility that co-locates a community center and health clinic with a learning focus on healthy body, healthy community, a theater, and a gymnasium/fitness center. The school will also provide access to local/international businesses to support corporate training programs abroad.

Sunday, October 7, 2007

3:15-4:30 p.m. REFP Advanced Certificate Program Prof. Cynthia Uline, San Diego State University Janell Weihs, CEFPI Listen to experts as they talk about an innovative online education venture between CEFPI and San Diego State University. This session will provide a brief overview of the partnership between CEFPI and SDSU and outline the six courses offered in the advanced certificate program. Participants will review the entire process of planning, building and maintaining quality, student-centered educational facilities that serve the unique needs of the students, teachers, and community. This graduate-level certificate program also offers you an opportunity to earn CEFPI's much-acclaimed Recognized Educational Facility Professional (REFP) program through a fast-track program. Classroom Equipment and the Impact on School Facility Planning Rick Blan, AIA, LEED, PBK Architects Irene Nigaglioni, AIA, REFP, PBK Architects So you have designed your classrooms to respond to the research on the impact of facilities on learning. Should you leave classroom equipment to chance? This session will share the research and studies available for many of the classroom components, with examples of implementation and cost. Student and teacher furniture, lighting, technology, audio enhancement systems, and chalkboards/marker boards will be discussed. Facility Conditions and Academic Achievement: Canadian Evidence Dr. Lance Roberts, University of Manitoba Neglect of Canadian schools has resulted in billions of dollars in deferred maintenance. Facility condition maintenance is typically "deferred" because other priorities have higher standing in the minds of school board members and other decision makers. The presentation includes two parts. The first part reviews the existing literature from North American and European sources that shows how visual comfort, thermal comfort, acoustics, indoor air quality, and building maintenance are linked to learning outcomes. The separate effects of each of these facility features, as well as their combined effects on learning, are reported. The second part provides concrete, contemporary, Canadian evidence about the connection of building conditions to relevant teaching and learning variables. Specifically, the evidence covers a representative cross-section of almost 1100 Canadian schools. The evidence reveals how the condition of school facilities is connected to student and teacher morale and commitment, as well as a variety of student-related and teacher-related factors affecting achievement. Together, the two parts of this presentation provide a strong case to school officials for giving much more serious consideration to facility renewal and maintenance. From Concept to Reality; Building an Urban School Robert Daniel, AICP, URS Corporation Alicia C. Biasotti Belotta, Pre-Development Executive, Turner Construction Company This presentation will describe the efforts involved in creating a site for a school in one of New Jersey's densest urban towns. We will follow the project's evolution from site identification in 2002 through completion of a school accommodating more than 700 elementary school students in 2007 The presentation will include a discussion of: Site identification; where can we find a site that does not require the relocation of homeowners? Feasibility studies; is the site appropriate for an elementary school? Design of the school. Enlargement of site to accommodate the evolving program after learning that the school building filled the site by itself. Running a parallel, second, feasibility study to incorporate additional lands. Site acquisition by the State; advancing, assisting and tracking the assembly of a parcel involving five commercial operations and one homeowner. Issues of moderate environmental contamination and remediation; removal of fuel oil tanks, asbestos, earth and development of a long term environmental remedy. Building the school: 2005 - 2007. Completing the building and turning it over to the school district for use. Best Practices for Architects Designing Schools Promoting Healthy Children Ms Kathleen Moore, School Facilities Planning Div., CDE Diane Waters, California Department of Education Diane Wilson-Graham, California Department of Education George Shaw, California Department of Education Phyllis Bramson-Paul, California Department of Education California has outlined a major initiative to combat obesity, early onset diabetes, and physical unfitness among children. Focusing on nutrition and physical education, a California Department of Education task force collected best practices from around the state in food service and physical education facilities design resulting in the publication Healthy Children Ready to Learn: Facilities Best Practices. This workshop will present best practices for the educational and architectural communities and discuss the changing environment in both areas. How Much does it Cost to Build a School? A Comparison of School Building Costs Nationally and Internationally Julie Barrett, WWCOT Architects and Interiors David Kazinsky, North Montgomery/Harris Community College District Ohio State Facilities Board Member TBD CM Firm TBD Architectural Firm When asked how much a school costs to build in today's market you might think the answer would be relatively simple to answer. Given the amount of data on the streets and the level of self-proclaimed experts on the subject, you think you could have a reasonable answer. Well, that's how this quest started. Join us as we share our discoveries and engage you in a timely, passionate, and sometimes heated discussion on why it costs so much to build a school in California versus the rest of the US and discover what other states and nations are doing as well.

Monday, October 8, 2007

3:30-4:45 p.m. An Overview of the National Collaborative for High Performance Schools (NCHPS) Carter Davis Bagg, Office of (state) Superintend of Public Instruction Don Fudge, Northeast Energy Efficiency Partnerships This session will report on the results of the collaborative efforts among eight states that have adopted Collaborative for High Performance Schools (CHPS)-based school design protocols. Key decisions regarding the form and substance of that collaboration in terms of structure, administration, verification and funding will be presented. CHPS as a national standard and/or organization and how it can take advantage of the synergies between states adopting CHPS in the following interests/areas: Expanding CHPS to state governments and other program administration entities. Developing compliance and verification instruments and procedures. Providing one central set of technical committees to provide periodic updates. Developing a means of measuring the on-going performance of high performance schools. Updating the standards and best practices on a regular basis using participant expertise on expanded Technical Committees. Governance issues on interaction between the licensed states. Lessons Learned from Planning Three Non-Traditional Schools Ms. Sue Robertson, REFP, Planning Alliance Don Gillmore, AIA, Seattle Public Schools Andrea McLean, Heery International Can the lessons we learned in kindergarten about sharing be generalized to K-12 campus planning? This seminar uses three case studies from recent Seattle Public Schools experience to explore the advantages, disadvantages, and lessons learned about non-traditional educational programs and grade configurations. We will also review a successful planning process to identify stakeholders, establish goals, and develop and prioritize strategies for implementing objectives in a very efficient timeframe. This presentation will share tools that were used as a foundation for developing educational specifications and the consequent designs that emerged from this process. Demographic Trends and Facilities Planning: Perspectives from Canada and Australia Hugh Skinner, REFP, Stantec Fred Chrystal, Superintendent of Planning & Facilities, Ottawa-Carleton Catholic School Board Andrew Tidswell , Department of Education & Children's Services, Government of South Australia Demographic trends are rapidly changing and their impact on facilities planning is dramatic. This presentation will cover North American / Australian perspectives on: Demographic impact of "baby boom" / "echo baby boom" on facilities planning; "Urban" schools facility planning vs. "rural" schools facility planning Demographic / societal movement towards "schools of choice" vs. "neighborhood schools" and its impact on facility planning. Securing Facilities By Design: Integrating Crime Prevention Through Environmental Design (CPTED) & Technology Robert E. Summers, CPP, Hughes Associates, Inc. This session offers a comprehensive approach towards creating a secure law enforcement environment by eliminating inherent design flaws in the programming phase. The presentation will examine assessing collateral damage potential in site selection; understanding facilities, inherent threats and vulnerabilities in relation to core assets from a design perspective; incorporating a concentric layer of protection approach by design; utilizing Crime Prevention Through Environmental Design (CPTED) techniques in relation to perimeter and interior design, including natural surveillance, natural access control and territorial reinforcement; understanding how to integrate electronic solutions to support good facility design from a security perspective while simultaneously reducing costs. Participants will learn to how to maximize the security of a new or retro facility by design, utilizing proven methods and techniques while successfully reducing the size, cost and reliance upon typical integrated electronic security solutions. This program will provide maximum opportunities for interaction, questions, exchange of experiences, ideas and information. Stewardship: Celebrating and Protecting the Legacy of Remarkable Schools Dr. Elizabeth Hebert, Crow Island School Peter Brown, Perkins + Will What makes a school remarkable? Once designated as a remarkable school, how do we protect the legacy of that school that is just now being imagined? Although we associate the notion of stewardship with older buildings, these questions are just as relevant to new construction, recent renovations, as well as older school buildings that have already sustained a remarkable reputation over time. The concept of stewardship needs to be considered in initial conversations about a design plan with the many relevant stakeholders. Some questions to consider: Is stewardship appropriate for every school building? Why or why not? What definition of stewardship is best used with a particular school building project? How can we best educate teachers and staff, students, parents, and community about the significant features of the building and the concept of stewardship so that they may become the core of the advocacy group that will sustain this schools legacy over time? How can we sustain this educational component beyond the tenure of the initial planning group? What traditions can be initiated that embed the architectural design of the building into the educational program and a recognition of that coupling by the larger community? An Overview of Innovative Educational Facilities in Britain and Australia Frank Locker, PhD, AIA, REFP, DeJONG-Locker Prakash Nair, REFP, Fielding Nair international This presentation and interactive discussion will explore innovative educational visions and execution in facilities in Britain and Australia. Participants will learn how the confluence of the vision of government leaders, the commitment of educators, the leadership of innovative planners, and the designs of talented architects are creating provocative schools that are 21st Century role models. The presenters will share the best and brightest examples of school reinvention and building designs in both countries.

Tuesday, October 9, 2007

8:30-9:45 a.m. Trends in Project Delivery Methods Used by School Districts Robert L. Moultrie, The Facility Group In this comprehensive session, learn about current trends in project delivery including Design-Bid-Build, Construction Management at Risk, Design/Build and Design/Build/Finance. Hear how each delivery method measures up in the areas of time, cost and quality, and take an in depth look at "what really happens on bid- day – what your contractor doesn't want you to see." The program provides real examples of each delivery method currently being used in school districts. Also, get a comprehensive list of "how to" for planning your building program and delivering new and renovated facilities on time and within budget. The following objectives will be achieved in the discussion: In-Depth Review of the Construction Industry Institute's Project Delivery Study Advantages and disadvantages of design-bid-build, CM at Risk and Design/Build In-depth look at "what really happens on bid day" – how contractor's price projects & what it costs owners CEFPI Research: The Impact of Renovations on Student Success Christina Lighthall, REFP, Wake County Public School System William (Bill) Carruthers, Ph.D., Wake County Public School System The Wake County Public School System (WCPSS) in North Carolina completed a 2006 CEFPI grant-funded research project that examined the impact of large-scale renovations of school buildings on facilities, student achievement, attendance, and suspension rates, as well as the impact on stakeholder satisfaction. The study compared pre-renovation trends to post-renovation trends at 18 of the Wake County schools that had undergone a major renovation between 1997 and 2003, ranging from $4.5M to $11.5M. The study took into account square footage, capacity, mobile classrooms, membership, demographics, health and safety, and utility costs during the period of time under study. Data were collected and analyzed from End-of-Grade and End-of-Course exams, SAT scores, average daily attendance, out-of-school suspensions, and parent satisfactions surveys. Interviews were also conducted with school staff regarding their satisfaction during and following renovations. The study found evidence that renovations contribute to improvements in staff, student and parent outcomes. This presentation will share the scope and specific results of this extensive study and how it was implemented with data collection and interviews. Thermal Displacement Ventilation in Northern Minnesota and Wisconsin Schools: Four case studies Steven McNeill, LHB Thermal Displacement Ventilation methods can replace typical mixed air systems resulting in improved air quality, reduction in the spread of diseases, reduced energy costs and the ability to function with operable windows. Listen to four case studies of how these systems can be integrated into existing buildings, additions and new construction. The objective of the presentation is to develop a basic understanding of the systems for architects and facility managers. Transforming a State Hospital to a 21st Century Community College Richard Higgins, DLR Group Susan J. Wolff, Ed. D., Wolff Designs Columbia Gorge Community College is celebrating its 30th year, and its 14th year with a campus that was originally designed as a state tuberculosis hospital. Picture a sterile environment devoid of any visual stimulation. Fast forward to the same facility becoming a state mental hospital, sitting vacant, becoming a private religious college, sitting vacant, and in 1993, becoming the College on the hill with the lawn after Wasco County voters passed a modest construction bond for the college. How does a college transform an old hospital into a thriving campus for today's learners? The answer lies in planning, community involvement, and creating a long-term relationship with an architecture firm that recognized (or envisioned) the colleges regional potential. The planning included a physical needs assessment of the existing structures, a Community-Based Long Range Facility Plan for the redevelopment of the 85-acre site, a Space Utilization Study (using the CEFPI Space Planning for Institutions of Higher Education template) to determine space requirements for current and future student populations, and a Campus Master Plan built on input from students, faculty, staff, administration, and the Board of Education. With strong community support, a second construction bond passed in 2004. The College conducted a community-based Academic Master Planning process in five months, while engaging 55 core community members and numerous citizen focus groups. The resulting academic master plan reflects the economic and cultural characteristics of the bi-state region that it serves. The plan will guide instructional program, service, hiring, budgeting, and facilities decisions to drive economic vitality in a rural region facing high unemployment. Using Technology for School Safety Joe Baumgartner, Bogen Communications, Inc. Learn how you can enable educational facilities to use public address, intercom, security, class passing and other school communications through existing in-house LAN / WAN utilizing VoIP technology. Combining VoIP systems for communication with a full-featured sound and program distribution system, you can take control of your facility and district for increased security and quick response. The benefits include: Utilize existing school computer networks, eliminating cabling costs and leveraging existing network infrastructure investment Provides high quality, seamless and continuous two-way communication utilizing proven VoIP technology Requires minimal bandwidth requirements Existing voice equipment is easily integrated Intercom operation is transparent to the user (no special training required) Easy district wide emergency communications Linking Academic Excellence with Healthy Living: The Bill Crothers School for Athletics and Healthy Active Living, Canada Paul Stevens, ZAS Architects, Toronto Dr. Ralph Benson, York Region District School Board The Bill Crothers School for Athletics and Healthy Active Living represents a new and progressive hybrid in school planning and design. This visionary undertaking by the York Region District School Board in Canada encourages students to pursue a daily regimen based on a healthy, active lifestyle to create an academic centre of excellence. The project recognizes that the learning potential and future success of its students is substantially enhanced by the fusion of both athletics and academics, as well as the associated advocacy of this mandate. This seminar will examine the origins of the project, the process leading to its realization, the resultant design that has emerged and its broader impact on educational facility planning. The development of this project also fulfils the School's mandate to recognize that healthy living is not just about excellence in athletics but also – perhaps more importantly – about making 'passive' exercise part of one's everyday routine.