Note: Session timings and venues are subject to change.

Separate registration and fee is required for each pre-conference workshop. Register for the workshops of your choice on the registration form. You may choose one morning and one afternoon workshop. AIA and REFP required curriculum credits are available.

MORNING PRE-CONFERENCE WORKSHOPS

8:00 AM - 11:00 AM, Saturday, October 6, 2007 How to Attract Industry Partnerships to Enhance the Learning Potential Craig Webber, Group2 Architecture Engineering Ltd. Dot Negropontes, Olds College Kelly James Frank, Bell Canada How do you structure your projects to attract significant industry partnerships? Join in a series of interactive group exercises to explore key elements of the process and strategies that position a project to be enticing to industry. These elements include: Project vision Implementation strategies Communication plan Developing strategic linkages Identify opportunities for capital and / or operational partnerships with industry Identify industry needs (marketability, repeatability, demonstrated need, ROI) The e-learning core, one of the elements of the CLC Community Learning Campus (a 2005 CEFPI Design Concept Award) will act as a case study for the discussion of this topic. Objectives: Expand industry partnership in educational environments to enhance learning Enhance the design process to include and encourage industry partnership opportunities Increase the understanding of the needs of industry partners Calculating School Capacity: Local, State and National Perspectives Amy Yurko, BrainSpaces TBD, Anchorage School District How many students can a school facility accommodate? How big should a school building be to accommodate its planned enrollment and anticipated program offerings? How much money should be spent on constructing school facilities for increasing student needs and stringent state and federal programs? These are just a few of the innumerable questions you would ask. One clear methodology for calculating student enrollment capacity of K-12 school facilities does not exist. State and federal funding, district funding strategies as well as construction and operating budgets all impact student capacity calculations in various ways. In this session, you will understand a variety of state mechanisms for determining school size and student capacity alongside district-wide and individual school site methodologies used for elementary, middle and high schools. The session will illustrate a student capacity calculation model that allows architects and planners to accurately account for the planned enrollment of a given school including the number of students, the extent of programs and the intended operational strategy regardless of imposed and artificial guidelines and standards. Objectives: Attendees will review and compare various district-wide and state-wide methodologies for calculating student capacity of elementary, middle an dhigh school facilities. Attendees will learn clear definitions of key terminology used by federal, state and local entities to describe student enrollment and student capacity. Attendees will create and discuss various strategies for translating big-picture guidelines for school capacity and size into meaningful directives for planning individual schools that meet the unique needs of their communities. Los Angeles Unified School District's (LAUSD) New Construction Program and the Changing Urban Fabric of Los Angeles Gary Gidcumb, HMC Architects Julia Hawkinson, AIA, LEED AP, Los Angeles Unified School District, Facilities Services Division Jim Cowell, PE, Los Angeles Unified School District, Deputy Chief Facilities Executive Guy Mehula, Los Angeles Unified School District, Chief Facilities Executive Can LAUSD position itself to serve a growing urban population and become a common ground for a diverse urban landscape? More and more local neighborhoods are answering with a resounding YES. New schools are reinventing public space, and bringing with them the facets of community that many Los Angeles neighborhoods previously lacked. LAUSD's new schools have become a catalyst for renewed investment in historically under-represented neighborhoods. Communities are receiving not only educational facilities, but also opportunities for housing, green space, and community identity. Objectives: Learn about the many challenges faced by LAUSD's massive school building program Share in the creative and innovative solutions arrived at by the facilities teams and school designers Hear how joint use, community participation, urban design principles, sustainability and social equity played a final role in the final outcomes

AFTERNOON PRE-CONFERENCE WORKSHOPS

12:00 PM - 3:00 PM, Saturday, October 6, 2007 Revitalizing Schools through Public-Private Partnerships and Leveraging On-Site Density Sheila Penny, Executive Superintendent of the Toronto District School Board The largest school district in Canada invites you to participate in a program and facility revitalization charette, designed to address opportunities for enhancing programs and school facilities through property redevelopment in an urban setting. This session will focus on opportunities to enter into public-private partnerships and to leverage capital asset value through the sale of land density in order to revitalize school facilities and programs. A panel, led by the Toronto District School Board will begin the workshop with a short presentation of the Toronto North Collegiate Institute Redevelopment Project, which is currently underway. The TDSB is replacing an old outdated secondary facility with a state of the art, LEED Certified Secondary School designed and constructed to meet the needs of a new generation of students through a comprehensive redevelopment of the site. A state of the art theatre, athletic space and a through block outdoor sportsfield and public walkway, integrated with two residential towers have been designed with the participation of school and resident communities through a Local School Community Design Team. The funding to support the revitalization of the school facility and the site is made possible through the sale of density to a private developer, who partnered with the TDSB to develop a unique sense of place in the City's urban fabric. Participants will then be asked to work in small groups to explore and develop program and facility revitalization solutions for a community in the east end of the City. The workshop will conclude with a presentation of the solutions developed by each working team, with commentary provided by the panelists. Developing a Hands-On Progression of School Development Frank Locker, PhD, AIA, REFP, DeJONG-Locker Jason Boone, DeJONG-Locker Learn. Understand. Apply. Join an innovative and practical workshop that analyzes educational facility planning concepts. You will investigate and develop a theoretical framework to describe the field of education and facilities planning concepts. Included are educational practices, programs, school organization, community relations, technology integration, and facilities planning and design concepts. Participants will develop an improved version of the Progression of School Development. Created in 2002 by Dr. Frank Locker and refined in the years since with input from educators and educational planners, the Progression has proven to be a useful tool in school visioning. This gives educators and architects a common theoretical construct and common language to better clarify their needs. The Progression organizes the field of education and facilities planning into five columns, ranging from Maintaining Tradition (column 1) to Transformed (column 5), and identifies the educational practices, school structures, community relations, and facilities and design characteristic of each column. Workshop participants will use the Progression, in its draft form, to critique the facilities designs on display at the CEFPI Design Awards program. This exercise will undoubtedly lead to lively debate and improve understanding among participants about the different facets in school development. And, this will stimulate you to critique the articulation and positioning of the elements. The result: An improved, better informed Progression. We may even change its name if we can get a better one and in the end, Progression Awards will be given out! Objectives: To establish a theoretical construct of the field of education and the educational facilities that support it, including practices, programs, school organization, community relations, and school design/facilities planning. To offer usable tools for both educators and designers to identify and characterize educational practices and facilities planning concepts. To stimulate a critical understanding among participants of how to "read" the educational content of facilities designs. The Revolutionary Facilities Model of the Future: A New Risk Management Model Dr. Dean T. Kashiwagi, Performance Based Studies Research Group (PBSRG), Arizona State University Attend this session and understand a process that has been tested out over 450 times on $480M worth of construction procurement. It has delivered performance on time and on budget 98% of the time and minimized construction management and control functions by up to 80%. This session will discuss how to minimize your function and your risk by half by using a new risk management model. Learn how high performance facilities teams are creating an information environment that minimizes instead of maximizes the flow of information. The high risk is motivating a new Facilities Model: proactive instead of reactive, minimized risk, the ability to transfer risk to those who can minimize risk through the use of performance information, measurement and the use of quality control to minimize the risk that they do not control (client or externally controlled risk). This process, developed by PBSRG, selects the best value contractors, forces the contractors to do quality control/preplanning, and regulates the project by risk minimization. Contractors are motivated to have quality control programs that minimize risk that they do not control. A weekly report is transformed into performance information that will document the performance of the project, and feed into an information system that will measure the relative performance of the contractors and the performance of the clients' personnel who are managing the construction. The process has been automated to make all participants accountable, including designers, contractors, subcontractors, and suppliers. The best value system can either be run in the price based environment or the best value environment. Objectives: Identify and minimize risk in pre-planning, not after the fact. Learn how to hold all parties accountable. Lessons learned (share case study results)