Schools as Centers of Community: John A. Johnson Achievement Plus Elementary School by American Architectural Foundation

Schools as Centers of Community JOHN A. JOHNSON ACHIEVEMENT PLUS ELEMENTARY SCHOOL ST. PAUL, MINNESOTA

VIDEO AND DISCUSSION GUIDE PRESENTED BY:

American Architectural Foundation KnowledgeWorks Foundation

AMERICAN ARCHITECTURAL FOUNDATION AMERICAN ARCHITECTURAL FOUNDATION The American Architectural Foundation (AAF) is a national nonprofit organization that seeks to educate individuals and community leaders about the power of architecture to transform lives and improve the places where we live, learn, work, and play. Through numerous outreach programs, grants, and educational resources, the AAF inspires people to become thoughtful and engaged stewards of the built environment. AAF’s Great Schools by Design initiative aims to improve the quality of America’s schools by promoting good design, encouraging collaboration in the design process, and providing leading-edge resources that empower schools and communities to transform themselves. At AAF, we seek to make individuals and communities aware of their vital role in shaping the world around them. For more information, please visit us online at www.archfoundation.org.

KNOWLEDGEWORKS FOUNDATION KnowledgeWorks Foundation is committed to furthering universal access to highquality educational opportunities for individuals to achieve success and for the betterment of society. The Foundation seeks to increase the number and diversity of people who value and access education, by creating and improving educational opportunity at pre-kindergarten through high school and post-high school institutions and through community organizations. In Ohio and across the nation, billions of dollars are being spent on the rebuilding of our nation’s public schools. KnowledgeWorks Foundation recognizes this investment as a tremendous opportunity to re-connect the public with public schools – to bring a diverse group of stakeholders to the table to consider the relationship between the new schools and their communities. As community members discuss how the school can serve as a center of community and how the community can further the mission of the school, KnowledgeWorks Foundation believes that such conversations will lead to more effective schools and healthier neighborhoods. For more information, please visit us at www.kwfdn.org.

Schools as Centers of Community JOHN A. JOHNSON ACHIEVEMENT PLUS ELEMENTARY SCHOOL ST. PAUL, MINNESOTA

VIDEO AND DISCUSSION GUIDE PRESENTED BY:

American Architectural Foundation KnowledgeWorks Foundation

To the Participants: This Discussion Guide and the enclosed video are designed to engage you and the members of your community in a constructive, meaningful dialogue on the importance of good school design and the ways 21st century schools can become centers of their communities. We hope these educational materials will motivate citizens to think about the important connection between schools and communities in a new way. The Guide accompanies an inspiring video case study filmed at the John A. Johnson Achievement Plus Elementary School in St. Paul, Minnesota. John A. Johnson was chosen because it is an exemplary center of community that illustrates the following successful outcomes: ■ Improved student learning ■ School effectiveness ■ Family engagement ■ Community vitality This Discussion Guide is designed to be informal, user-friendly, and interactive. We encourage you to adapt this material to your own needs, environment, and particular group of participants. You’ll find useful tips for setting up constructive conversations, even for those of you who are not experienced facilitators. Our goals, as sponsors of this video presentation and Discussion Guide, are to expand the dialogue over school design, to include diverse stakeholders in your communities, and to promote a spirit of inclusion, innovation, and shared success. We wish you success in your conversations, and hope that you regard your experience with the John A. Johnson story as a first step toward a more informed involvement in the future of your schools and communities. Thank you for your dedication to improving the quality of America’s schools and communities.

Ronald E. Bogle, President and CEO

Chad P. Wick, President and CEO

American Architectural Foundation

KnowledgeWorks Foundation

TABLE OF CONTENTS INTRODUCTION Using the Video and Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Schools as Centers of Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 PLANNING AND PREPARATION The Basics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Facilities and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 The John A. Johnson Achievement Plus Elementary School Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 THE DISCUSSION Suggested Outline and Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 FOLLOWING THE DISCUSSION Assessing the Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Additional Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Resources and Citations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 FACILITATING EFFECTIVELY Using Video as a Discussion Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Stimulating an Effective Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Ground Rules, Tips, and Troubleshooting . . . . . . . . . . . . . . . . . . . . . . . . 29 VIDEO John A. Johnson Achievement Plus Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . inside back cover

YOUR NOTES

INTRODUCTION

Using the Video and Guide This Discussion Guide is meant to be used with the video Schools as Centers of Community: John A. Johnson Achievement Plus Elementary School, which is included in a sleeve at the back of this booklet. The Guide is meant to give you some suggestions for creating effective discussions, but should be adapted to suit your own needs, issues, and experiences. You are encouraged to interact with the Guide by writing down notes and comments in it as you read. This Guide is divided into several sections: PLANNING AND PREPARATION – helps you set up the discussion environment itself and bring the right tools to facilitate a lively, focused discussion; it also gives you a brief overview of the John A. Johnson Achievement Plus Elementary School story portrayed in the video. THE DISCUSSION – provides suggestions and questions to help promote interaction and participation on the subject of schools as centers of community; gives you suggestions on how to effectively formulate next steps during your discussion. FOLLOWING THE DISCUSSION – helps you assess the results of your discussion and how you might continue the dialogue in your community; offers additional topics that may be relevant to your own group, as well as additional resources. FACILITATING EFFECTIVELY – offers useful, practical tips for presenting and using the video as a discussion tool; presents techniques for stimulating an effective discussion, setting ground rules to keep discussions on track, and troubleshooting if participants begin to lose focus. It is our hope that this discussion guide serves as a starting point for a series of community conversations on schools as centers of community. It is ideal for anyone who is interested in: ■ Engaging the public in the process of planning and designing new or renovated school facilities

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

INTRODUCTION

SIDEBARS Throughout the Guide you will be

■ Creating ways to use community resources and services more effectively ■ Enhancing the relationship between schools and communities ■ Learning more about leading-edge thinking in school design

given information in sidebars. Icons will help you identify what type of information is contained in these sidebars. These icons indicate: TIPS – Suggestions for creating an effective discussion

The John A. Johnson Achievement Plus Elementary School video and this Discussion Guide are intended to be used in a variety of settings and for a variety of audiences. As a discussion leader, you might choose to share this video with the local school board, the PTA, the city council, a group of teachers, the local Rotary or Kiwanis clubs, a book club, a church group, or any group of community members. You might also think about public events where the video could help raise awareness in your community, such as a school festival or committee meeting.

INFORMATION – Useful knowledge to keep in mind CONNECTORS – Tips on making connections between the video and your

There is a good chance that you will find people in your community who want to participate in creating a school that serves as the hub of the community. You should schedule additional meetings where you can brainstorm and address key issues in more detail. Refer to the Additional Topics, Resources, and Facilitating Effectively sections at the back of this Guide for specific suggestions on how to continue the conversation.

own community

WHAT’S IMPORTANT ABOUT “SCHOOLS AS CENTERS OF COMMUNITY”? “Schools as Centers of Community” are being created across the United States and around the world. As you are introducing this concept to a new group, try to communicate a few basic principles: 1. “Schools as Centers of Community” is an exciting way of thinking about schools. Some schools have successfully used this approach not only to improve student achievement but also to revitalize communities and improve services provided to people of all ages. 2. Implementing such a strategy will require hard work, good communication, and “new thinking” in your community, but the long-term benefits are worth the effort. 3. There is no single way to create a “School as a Center of Community.” You are involved in this discussion to determine what works for YOUR community.

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

INTRODUCTION

Schools as Centers of Community As we enter the 21st century, schools in the United States face an exciting and challenging future. Millions of youngsters are crowding into schools across the nation as our population increases. Thousands of new schools will be needed to accommodate these students, creating an unprecedented demand for new and improved educational facilities. It is now estimated that over 4 million students attend schools that require extensive repair or replacement. One estimate by the National Center for Educational Statistics puts the price tag on bringing these schools into good overall condition at $127 billion dollars! In response, states are spending billions of dollars across the nation to renovate or rebuild thousands of schools. This presents a tremendous opportunity to bring together communities and schools to build upon the innovations in 21st century school design. Schools are becoming a gathering place – a place of lifelong learning, shared health and fitness facilities, and a host of other services to support community and student success and broaden the support for school improvement and sustained viability. This movement can be summarized in the phrase “Schools as Centers of Community.” A school that is the center of its community is integral to more than student education: it provides a hub, a focus, and a cohesiveness to that community. And if the school and community build a dynamic, functioning center, they will also more effectively use resources and strengthen the neighborhood.

Schools are more than just places where people come to educate their children. They are many times the focal point of a community. They are a gathering place for all sorts of activities. If you focus your attention to revitalize that center point of a neighborhood, you can have a tremendous

Examples of schools as centers of community might include:

rippling effect on the entire

■ Community meetings held in school spaces

community.

■ Health and counseling services located on school grounds ■ Athletics, fitness, and workout programs shared by the community ■ Adult education and enrichment programs on the school site

Mayor Randy Kelly St. Paul, Minnesota

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

INTRODUCTION

BUILDING OUR FUTURE School enrollment is projected to

Experience and research have shown that when schools are integrated into their communities, there are dramatic benefits for both the community and the school. According to one study released in 2003, these schools can make a profound difference in four key areas:

reach record levels through 2013,

■ Student learning – demonstrated gains in student achievement

and spending on school construc-

■ School effectiveness – stronger parent / teacher relationships, improved

tion, renovation, and maintenance is expected to total nearly $30 billion annually. Statistics source: National Center for Educational Statistics, www.nces.ed.gov

teacher satisfaction, a more positive school environment, broader community support ■ Family engagement – greater family stability, more involvement with school activities, greater sense of responsibility for children’s learning success ■ Community vitality – increased community pride in surrounding neighborhoods, improved sense of security, better rapport among students and residents, more intensive use of school facilities

SIX 21ST CENTURY DESIGN PRINCIPLES The U.S. Department of Education invited a group of educators, facilities planners, architects, government leaders, and interested citizens to discuss ways of planning schools to best meet the needs of students and their communities. From these meetings emerged a set of six design principles affirmed at the Department of Education’s National Symposium on School Design in 1998. 1. Enhance teaching and learning and accommodate the needs of all learners 2. Serve as a center of the community 3. Result from a planning and design process that involves all community interests 4. Provide for health, safety, and security 5. Make effective use of available resources 6. Be flexible and adaptable Keep these principles in mind as you consider the relationship between your schools and your community. Source: U.S. Department of Education, Schools as Centers of Community: A Citizens’ Guide for Planning and Design, Washington, DC, 2003.

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

INTRODUCTION

At each meeting, the architect would bring a new plan. People would look at it and they’d say, ‘this doesn’t work,’ or ‘this does work,’ and then they’d come back in a few weeks to see another plan.

Lynnell Thiel Director, Student and Family Support, Achievement Plus

NOTES Use this space to write down some thoughts on “Schools as Centers of Community” in relation to your community and its own opportunities and challenges.

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

YOUR NOTES

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

PLANNING AND PREPARATION

Some planning and preparation will help you conduct an energetic, productive discussion. ■ Read this Guide ahead of time and make some notes. ■ Review the 17 minute video and any other accompanying materials.

THINK OUTCOMES!

■ Review the Discussion Outline included in the following section and adapt it for your own needs and community.

Good facilitators know where they wish to end up even before they

Depending upon your group and your experience with this subject, you may wish to prepare additional materials on your own. This might include a local case study that is a relevant example of a school that serves as a center of community. You may also wish to supplement the materials in this Guide with other examples, flip charts, illustrations or ideas from your own experience. The program is meant to be flexible, engaging, and fun. Be creative!

start the discussion. Think about these questions ahead of time: ■ What do you hope the group will learn from this discussion? ■ Who else should be included in this conversation? ■ What next steps or actions do you wish to promote?

Using the Discussion Guide This Discussion Guide is designed to be used in conjunction with the video: Schools as Centers of Community: John A Johnson Achievement Plus Elementary, St. Paul, Minnesota. You can use the video and Guide in a variety of gatherings and settings: ■ Seminar-style or “brown bag” gatherings of 6-10 people ■ Video presentations to larger groups that then form “breakouts” or smaller groups for discussion ■ When time is limited, viewing of the tape then distributing information from this Guide for reference or interactive discussions to follow later ■ Previews or planning sessions among leaders who wish to use these materials in larger presentation and discussion environments: forums, workshops, conferences, or meetings

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

PLANNING AND PREPARATION

Facilities and Materials It was essentially understood from the beginning

Before you assist or facilitate a group discussion, it is helpful to have a list of

that the neighborhood was

materials that will help ensure a thoughtful, productive conversation. Some of

going to decide how this

these items may not be appropriate for your own presentation environment,

project was done. And

but they are useful to many facilitators.

frankly, they came up with

Audio/Visual Equipment: DVD â&#x20AC;&#x201C; Schools as Centers of Community: John A. Johnson Achievement Plus Elementary School DVD player TV or Projection system Prepared flip charts / exhibits (any additional materials or information you wish to present to supplement the video-based presentation) Blackboard/whiteboard or flip chart pad with appropriate markers to record comments

the right solution.

Mark Wentzell, AIA Ankeny Kell Architects

Additional Facilitator Materials: Participant list Masking tape for posting flip chart pages Your notes or personalized Guide Additional handouts Supplies for Each Participant: Copies of additional handouts or resource materials Name tags or tent card Pens or pencils Blank paper

NOTES Use this space to get organized: listing materials needed and information to get you started. You may refer to the sources and resources section at the back of this Guide to help stimulate your own thinking or provide additional references.

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

PLANNING AND PREPARATION

The John A. Johnson Achievement Plus Elementary School Story

A nationally recognized example of a school that has become a center of its community is John A. Johnson Achievement Plus Elementary of St. Paul, Minnesota.

We figured thereâ&#x20AC;&#x2122;s got to be a way to create a

The video-based case study traces the Johnson story from its roots: in the words of the educators, community activists, governmental officials, parents, teachers, and neighbors who realized their dream of creating both a reinvigorated school and a thriving community. The video case study summary on the following page gives you a concise overview of the video story line and what you can expect to see in the 17 minute DVD.

place where kids really want to be, where they really get the right support, and they have rigorous academic expectations and curriculum.

Tom Kingston President, A.H. Wilder Foundation

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

PLANNING AND PREPARATION

VIDEO SUMMARY Community leaders in St. Paul faced a difficult decision in the early 1990s: On the top of a hill, in a decaying neighborhood, a school building sat dilapidated and abandoned. The area around the school echoed the atmosphere of despair and decay: beset by crime, drug use, and economic deterioration. Families were transient, jobs disappearing, students forced to travel well out of the neighborhood to find a school. Then, in the mid-nineties, this community began a long-term revitalization effort. At the same time, St. Paul devised an innovative strategy to improve its schools called Achievement Plus. The strategy had twin goals â&#x20AC;&#x201C; improving the educational context for students by supplementing their core curriculum with a host of social services, extended learning, and family support; and transforming the school itself into a magnet for members of the community through an array of services, programs, and enrichment opportunities. Today, John A. Johnson Achievement Plus Elementary is a vital, cohesive force in its community. The School is co-located with a YMCA that provides programs to community members of all ages. Test scores have improved significantly. And a formerly loose coalition of neighborhood service providers now has a focus, a growing constituency, and a home. John A. Johnson has become not only an exemplary school, but also the true center of its community.

NOTES As you plan your own discussion, record your thoughts and comments in the space below. There is a good chance that many participants will have similar reactions, and you may use your thoughts to provoke discussion.

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

THE DISCUSSION

Suggested Outline and Questions This section provides a suggested discussion outline and some sample questions for prompting conversation about the concept of schools as centers of community and how it relates to your community. These guidelines are flexible, and you should use your instincts to determine what will work for your particular group. Your main goal as a facilitator is to encourage discussion about how the ideas in this guide and in the video relate to your own community. You will want to find a volunteer “scribe” to help you record important points on the flip chart or board. This will allow you to focus your attention on the discussion and allow it to flow more naturally. It will also give you a written record of the meeting that can be saved.

TIMING IS EVERYTHING! You should allow approximately

Discussion Outline

90 minutes for viewing the video

1 Do the Introduction and Icebreaker

and conducting your discussion. Although you will want to keep

2 State Your Purpose

the conversation moving and

3 Think about Our Community

that you stifle conversation.

4 Introduce and Watch the Video

Keep an eye on the clock and don’t

focused, don’t move so quickly

forget to save time at the end for

5 Make Connections

assessing what you have learned and determining next steps.

6 Take Action 7 Conclude the Discussion

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

THE DISCUSSION

DIGGING DEEPER As participants brainstorm and

1 Do the Introduction and Icebreaker Introduce yourself and ask participants to introduce themselves. You may wish to use an “icebreaker” to help get people talking.

come up with ideas, don’t take anything at face value. As the discussion leader, you should ask follow-up questions and help create dialog. Your primary objective should be to have a lively conver-

For example, you might ask participants to introduce themselves and ask them why they took the time to attend this particular meeting. What are their hopes and dreams for their schools? What are their concerns?

sation where people share and discuss their thoughts.

Take care of any organizational concerns – timing, restrooms, and refreshments. At this point, you will also want to review the following ground rules with the group. You might want to write these out ahead of time.

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

THE DISCUSSION

GROUND RULES FOR A COMMUNITY CONVERSATION Have a “kitchen table”

Keep an open mind

conversation

Listen carefully and try to understand the

Everyone participates; no one dominates

views of those who disagree with you

There are no “right” answers:

Help keep the discussion on track

Draw on your own experiences, views

Stick to the agenda; try not to ramble

and beliefs – you do not need to be an expert

It is okay to disagree, but don’t be disagreeable Respond to others with courtesy and respect, even when you disagree

Source: The Harwood Institute for KnowledgeWorks Foundation, Public Engagement and School Facilities Conversation Workbook, Cincinnati, OH, 2004.

YOUR COMMUNITY, YOUR SCHOOLS Here are some questions to help you think more about your community’s needs: 1. What do our students need that they are not currently receiving? 2. What community organizations can help meet these needs? 3. What services and opportunities are common to both students and community members? 4. What ways can we share school

2 State Your Purpose

facilities with the community?

It may be helpful to remind the group why you are meeting and what you hope to accomplish. Help them understand that they are there to work and generate ideas for their community that will help inform future discussions.

“We’re here to learn about and discuss the idea of schools serving as centers of communities” “We will look at an outstanding example – John A. Johnson Elementary School” “We will discuss how these ideas apply to our community” “We will generate fresh ideas and actions to help continue the conversation in our community”

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

THE DISCUSSION

3 Think about Our Community

WHY DOES JOHN A. JOHNSON WORK? Here are some potential answers to the question of why John A.

Before community members watch the video, have them reflect on the current state of your community and its schools. As the group comes up with ideas, make sure you or a volunteer writes them on the flip chart. Post these sheets where they will be visible throughout the meeting and refer to them later in the discussion when appropriate. “Before we take a look at the video presentation, let’s think about the current state of our community and our schools…”

Johnson serves as an effective center for its community:

“How is our community a resource for our schools?”

1. Important stakeholders were included from the start of the

“How are local schools a resource for our community?”

planning process, and their input was taken seriously 2. The project’s architects were flexible, responsive, and good listeners

4 Introduce and Watch the Video Give a brief introduction and play video.

3. The project had political support and strong advocates 4. The community showed firm commitment to academic achievement

5 Make Connections After watching the video, take a few moments to gauge people’s reactions. Remember that your main goal is to have people make connections between what they have seen in the video and what they know about their own community.

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

THE DISCUSSION

Work past knee-jerk responses like “This won’t work in our community” to understand how the ideas in the video can apply to your own situation. You may want to use some of the following questions to help stimulate discussion if people are slow to express themselves:

STIMULATING DISCUSSIONS – A REMINDER You may wish to refer to the “Stimulating an Effective Discus-

“What features of John A. Johnson Elementary are most attractive to you as a community member?”

sion” section on page 28. This offers some strategies for continuing your dialog, and expanding the conversation to include other

“What difference would this type of school make in our community?”

stakeholders.

AN ADDITIONAL RESOURCE...

“Why does John A. Johnson work?” “What parts of this idea would be a challenge in our community?”

Another resource for your discussion is the Public Engagement and School

“There were a lot of stakeholders involved in the John A. Johnson success story. Who in our community should be involved if we want to do something like this in our own community?”

Facilities

Conversation

Workbook, which has suggestions and principles referenced in this Discussion Guide. The workbook can be found at www.kwfdn.org

“Can you think of any other exciting ways that the community might get involved with and support our schools and/or how the school might get involved and support our community?”

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

THE DISCUSSION

A TRANSITIONAL POINT IN YOUR DISCUSSION This is a transitional point in the discussion where you begin to emphasize: ■ Important themes that have

6 Take Action Take the last 10 minutes to focus on taking action on your discussion. Work with the group to determine a number of summary points or conclusions and note them on a flip chart. You should check the group for consensus. If the group agrees, offer to circulate a discussion summary among the participants. You might ask:

emerged ■ Relevance to local context and opportunities

“What themes, common ground, or tensions stand out to you in our conversation?”

■ Potential next steps beyond this specific meeting/discussion Remember that a key part of your

“What issues would you like to explore in greater detail?”

own role is to help move the entire process of community engagement forward. Take this into con-

“What obstacles or challenges should we prepare for?”

sideration in your planning, and be prepared to discuss “What do we do now?” as a conclusion to your session.

Be sure to ask the participants what they think should happen next, and how they may want to be personally involved. For example: “What next steps do we wish to pursue?” “Who is not here that needs to be involved in the discussion? How can we get them to the next session?” “Would any of you like to help lead an effort to share this video and lead a conversation with other people in the community?”

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

THE DISCUSSION

Next steps could include: RELEVANCE?

■ Presenting the video to another group of community members and leaders

Be prepared for the question of relevance. How is the John A.

■ Gathering detailed information about local student and community needs and aspirations

Johnson story relevant to your own community? Can its lessons be adapted to your particular situ-

■ Agreeing to reconvene for further discussion on points of interest

ation? Are there core values in your community that support a community-based approach to school design?

■ Setting up a formal school design project

You may also wish to jot down potential responses of your own

■ Writing a letter to the local newspaper about your meeting and the idea of “Schools as Centers of Community”

to the questions you intend to ask, to help guide discussion in a constructive direction.

■ Creating a document for distribution that shares your group’s ideas with other stakeholders

7 Conclude the Discussion Thank the participants for their participation. Ask for any final statements or observations.

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

YOUR NOTES

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

FOLLOWING THE DISCUSSION

Assessing the Results There are three useful steps that you and your group can take following the discussion, both to assess your results and suggest other fruitful courses of action. Step One: Gather Charts and Record Thoughts After each of your sessions, write down the ideas you recorded on boards and charts, or which were recorded by note takers. These can be quickly recorded in your own notes or transcribed by someone present in the meeting. Also note key issues or quotes that struck you during the discussion. Put down as much detail as possible to make it easier to recall later. Step Two: Figuring Out What You Heard As you and your group go through the notes, determine what was said that is relevant to your own communityâ&#x20AC;&#x2122;s needs and challenges. Was any common ground reached on these challenges? One important outcome of a session with the John A. Johnson example might be the identification of critical issues that were not addressed in the video presentation at all. Step Three: Look Across Your Conversations Ideally, you will have many chances to engage people in a discussion about schools as centers of community. You will begin to observe consensus around some points and conflict around others. Youâ&#x20AC;&#x2122;ll perceive the viewpoints of various constituencies and how they are in unison, or conflict, with others.

Communication was the key to making it all work. Communicating with the right parties, early and often.

Patrick Quinn Executive Director, School Services St. Paul Public Schools

Check your thinking, ideally with others, as you evaluate multiple discussions and conversations. Use this analysis to set priorities, goals, objectives, and a vision for your own planning and community engagement processes.

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

FOLLOWING THE DISCUSSION

Step Four: Follow Through It will be very important to make sure that you help participants follow through on the â&#x20AC;&#x153;next stepsâ&#x20AC;? that they identified in your meeting. It is easy for people to become distracted, so you may want to follow up with members of the group and see if they are making progress. Make sure someone takes the lead in reconvening and scheduling the next meeting. Remember that the more people you get involved in the process and the more excitement you generate, the easier it will be to create change in your community. Be sure to look at the Resources and Citations section on page 24 if you find yourself needing more information.

NOTES Are there any clear ideas or plans of action that came out of this particular session? How will these ideas integrate with what you have heard from other groups?

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

FOLLOWING THE DISCUSSION

Additional Topics There are other major considerations that influence the process of improving schools and often guide the way they are conceived, designed, and built. Here are some additional topics that may emerge in your discussions. You may choose to address some of these topics as part of your follow up, or perhaps set up other discussions that focus on them more directly. Community Engagement

Facilities for Learning

Who are the key stakeholders in your

How is the facility designed to

community? Who should be engaged

enhance teaching and learning and

but isn’t? Who should be involved

accommodate the needs of all

other than “the usual suspects”?

learners? How can the design elements

What voices are not typically heard in

of the building be incorporated into

your community?

student curriculum? How can school facilities be created that are ecologically

Funding

sound and healthy for children?

What is the status of your funding for this project? Who are potential new

Flexibility and Sustainability

contributors to the funding and support

How do we build schools that can

of your schools? How might commu-

change with the times, serve multiple

nity support help your funding efforts?

constituencies, and yet be sustainable and built to last?

School Size What is the appropriate size of a new

The Role of the Architect

school you’re thinking of building?

What is the best way for a community

What factors should influence the

to interact with the architects who

size of a school?

will be charged with designing and helping build a school?

Pedagogy What are the educational principles that

Rebuild vs. Rehab

must be the basis of innovative school

Many school districts and communities

design? What’s new and influential in

face the dilemma of whether to build

educational theory and practice?

an entirely new school or rehabilitate/ renovate an old one. What are factors in this decision? GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

FOLLOWING THE DISCUSSION

Resources and Citations There is a wealth of information available to help facilitate and extend a discussion on good school design and on schools as centers of community. The following organizations provide useful information that may help you delve deeper in your discussions. American Architectural Foundation – www.archfoundation.org

The Harwood Institute – www.theharwoodinstitute.org

American Institute of Architects Committee on Architecture for Education (AIA/CAE) – www.aia.org/cae

Healthy Schools Network – www.healthyschools.org

American School and University Magazine – www.asumag.com Architectural Record Building Types Study: K-12 Schools – www.archrecord.construction.com/ projects/ bts/archives/K-12/default.asp# THE FOLLOWING SOURCES WERE USED IN CREATING THE DISCUSSION GUIDE:

The Big Picture Company – www.bigpicture.org

Bingler, Steven; Quinn, Linda; Sullivan, Kevin. Schools as Centers of Community: A Citizen’s Guide for Planning and Design. National Clearinghouse for Educational Facilities. Washington, D.C., 2003.

Building Educational Success Together (BEST) – www.21csf.org/csf-home/best/best.asp

The Harwood Institute for KnowledgeWorks Foundation, Public Engagement and School Facilities Conversation Workbook, Cincinnati, OH, 2004.

Coalition for Community Schools – www.communityschools.org

Children’s Aid Society – www.childrensaidsociety.org

Collaborative for High Performance Schools (CHPS) – www.chps.net The Council of Educational Facility Planners – www.cefpi.org

KnowledgeWorks Foundation – www.kwfdn.org Learning By Design – www.asbj.com/lbd National Clearinghouse for Educational Facilities – www.edfacilities.org National Trust for Historic Preservation: Historic Schools – www.nationaltrust.org/issues/schools/ index.html New Schools Better Neighborhoods (NSBN) – www.nsbn.org Schools as Centers of Community: A National Search for Excellence – www.nationalschoolsearch.org SchoolDesigns.com – www.schooldesigns.com School Planning and Management Magazine – www.peterli.com/spm

DesignShare – www.designshare.com

Smart Schools, Smart Growth Initiative – www.smart-schools.org

George Lucas Educational Foundation: (Re)Designing Learning Environments – www.edutopia.org/redesigning

United States Environmental Protection Agency School Design Tools – www.epa.gov/iaq/schooldesign

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

FACILITATING EFFECTIVELY

Using Video as A Discussion Tool The video-based presentation is concise, inspiring, and fast paced. We recommend showing the full feature video, with a total running time of 17 minutes, to yield a more robust discussion. You should spend a few moments considering the most effective way to use the video and the Discussion Guide. People today are time-conscious and often have limited attention spans: they appreciate a thoughtful presentation that’s productive and efficient. Ideally, you will use these materials for preparation, reflection, and organized group presentations. The Guide is designed as a “keeper” – to be written in, referenced, and consulted for future reference. Participants who view the video presentation could even receive the Guide – either as pre-work, for use in discussions, or as a take-home element for later reference.

We’re all together as a community and I think that that helps parents trust us

Viewing Scenarios

and feel better about what

Video-based presentations and discussions typically use one of the following scenarios:

we do, because all of us get along so well and all of us work together...

Option One: Large Groups The John A. Johnson story can make an ideal keynote item or opener for a community gathering, conference, or meeting.

Emily Renner Director, East YMCA

Numbers will vary, but 25 people can usually watch a video presentation on a standard monitor in a classroom environment. Any group larger than 25 will probably require an audience-style environment with more sophisticated presentation tools, such as microphones, projection systems, and a different facilitation strategy.

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

FACILITATING EFFECTIVELY

Think about the following considerations if you facilitate a group of more than 25 people: ■ Use your own judgement on whether to try to facilitate a discussion, using the Guide, with the entire viewing group, or whether to “break out” into smaller groups for discussion. Designate facilitators if you decide to break into smaller groups. ■ Share objectives and a time frame for the discussion with the group ahead of time. Keep people on track and on schedule.

Option Two: Smaller Groups A small group is probably the ideal presentation environment – offering both easy interaction and intimacy. ■ A gathering of 6-12 participants around a conference table, in a discussion circle, or even in a living room can create an ideal environment for viewing and conversation. ■ A standard video monitor or TV is perfectly appropriate for smaller groups.

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

FACILITATING EFFECTIVELY

■ Share objectives and a time frame for the discussion with the group ahead of time. Keep people on track and on schedule. ■ For groups in the “in-between” range (12 to 25 people), you may wish to set up three or four tables in an “in the round” configuration where everyone can see the monitor.

We cannot just shut down the schools at the end of the day. We need to be able to create a school

Other tips for both large and small groups:

that’s open. Many schools

■ Media and print materials can be mailed or distributed ahead of time to attendees. You can ask participants to familiarize themselves with the materials before you convene in order to encourage thoughtful discussion.

across the country sit empty in the summers and we just cannot afford that.

■ Both video and Guide can be distributed to interested parties for their own use and background information. Maria J. Lamb Chief Education Officer, St. Paul Public Schools

NOTES

Executive Director,

Write down some presentation or viewing scenarios that might be effective in

Achievement Plus

your community:

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

FACILITATING EFFECTIVELY

We are where the families

Stimulating an Effective Discussion

are. The community is so aware that Johnson is now families and they’re able to

Those participating in your discussions will be constantly evaluating, weighing, and judging the relevance of the material you’re introducing. Most adult participants tend to:

come here. It’s open, it’s

■ Validate information based on their beliefs and experiences

welcoming, and they know

■ Have past experiences from which to draw

where the services are.

■ Contribute knowledge and information to the group at large

the community light for

And so they’re coming…

■ Be problem-centered ■ Like to share in the planning and facilitation process itself

HOW TO CREATE A BETTER DISCUSSION Joan Schlecht Director, East Side Family Center

You can succeed in facilitating a group discussion even if you have little experience in doing so. Keep these guiding principles in mind:

Encourage participants to collaborate. Encourage them to ask questions, compare experiences, and share solutions with one another.

Never put anyone on the spot. Interaction should be voluntary and supported by positive reinforcement. You should avoid criticism or judgment. Encourage everyone to participate without cajoling or embarrassing them.

Take nothing at face value. Notice the words and phrases people use, and probe by asking, “What do you mean? Could you elaborate on that?”

Ask people to reconcile their contradictions. Illuminate what people are struggling with. Ask, “How do these two things you’re saying fit together?”

Periodically summarize for the group what you think people are saying. Say, “This is what I’m hearing. Do I have it right?”

Watch out for your own pre-conceptions and views. It’s easy to interject your own opinions and views without even realizing it.

Highlight contrasting views and concerns. Pointing out contrasts will help people articulate what they really believe and give you a deeper understanding of what they think.

Source: The Harwood Institute for KnowledgeWorks Foundation, Public Engagement and School Facilities Conversation Workbook, Cincinnati, OH, 2004.

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

FACILITATING EFFECTIVELY

Ground Rules, Tips, and Troubleshooting It helps to include everyone in your planning and facilitation processes. Let people know the timing of the session, what they can expect in terms of breaks, refreshments, and other amenities, and ask for their “buy in” with a set of ground rules for your session. Here is a suggested set of ground rules to share with the group:

GROUND RULES FOR A COMMUNITY CONVERSATION Have a “kitchen table”

Keep an open mind

conversation

Listen carefully and try to understand the

Everyone participates; no one dominates

views of those who disagree with you

There are no “right” answers:

Help keep the discussion on track

Draw on your own experiences, views

Stick to the agenda; try not to ramble

and beliefs – you do not need to be an expert

It is okay to disagree, but don’t be disagreeable Respond to others with courtesy and respect, even when you disagree

Source: The Harwood Institute for KnowledgeWorks Foundation, Public Engagement and School Facilities Conversation Workbook, Cincinnati, OH, 2004.

NOTES Are there other strategies or reminders that you think will be useful in promoting better discussion?

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

FACILITATING EFFECTIVELY

Tips and Troubleshooting We don’t lower the standards. We assume that if there’s a struggle, then we need to provide children with more opportunity to learn.

Patricia Harvey Superintendent, St. Paul Public Schools

Occasionally you will encounter situations or individuals which seem to be inhibiting the kind of discussion you’re trying to facilitate. A couple of tips: ■ Engage everyone from the beginning if possible. This will discourage one or two people from dominating. ■ Use an agenda for your discussion and post it for the group to view. If you feel like things are wandering, return to the agenda and move the discussion forward. ■ If you’re wandering into the hypothetical or theoretical, ground the group in the the practical with a specific example. The video is a great help in this regard: use John A. Johnson Elementary as a point of reference for your discussions.

DISCUSSION ROADBLOCKS Arguments Arguments can be constructive if they aren’t mean-spirited or angry. Find out what’s behind the argument. Ask why people are disagreeing and get to the bottom of it. Break the tension if necessary with a joke or light remark, and steer conversation back to the agenda. Extreme Politeness Sometimes groups are so courteous that they fail to generate any significant argument or debate. This can be as harmful to group productivity as much as a hostile argument. Play devil’s advocate in this situation and bring up different or competing ideas.

Boredom If people begin to look distracted, tired, or lost, ask a direct question to bring them back into the conversation. Take a quick break if necessary. Preoccupation Occasionally one group member will have a pet peeve or grudge and continue to bring it up. If this happens, politely acknowledge the speaker and move on: “I understand where you are coming from, but we need to move on to the next topic.” Rambling Some people simply cannot say what they wish to say in a concise way, and this can dominate the discussion. Keep participants focused by asking them to relate their point to the question.

Source: The Harwood Institute for KnowledgeWorks Foundation, Public Engagement and School Facilities Conversation Workbook, Cincinnati, OH, 2004.

GREAT SCHOOLS BY DESIGN: Schools as Centers of Community

Your Feedback is Appreciated! The American Architectural Foundation and KnowledgeWorks Foundation seek to produce engaging, thought-provoking videos and publications that create real change in communities and schools. Please help us by taking the time to fill out this evaluation card about the Schools as Centers of Community: John A. Johnson Achievement Plus Elementary School video and Discussion Guide.

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ABOUT GREAT SCHOOLS BY DESIGN Great Schools by Design is a national initiative of the American Architectural Foundation (AAF) that seeks to improve the quality of Americaâ&#x20AC;&#x2122;s schools and the communities they serve by promoting collaboration, excellence, and innovation in school design. Throughout the country, Great Schools by Design engages superintendents, architects, teachers, parents, residents, students, local government officials, and other stakeholders in a far-reaching conversation about what must be done to improve the places where children and young adults learn. We strive to help create schools that both support student achievement and serve as centers of community. The founding partners of Great Schools by Design are the American Architectural Foundation, Herman Miller, Inc., and McGraw-Hill Construction.

With AAF, KnowledgeWorks Foundation is the co-convener of the National Summit on School Design and a partner on the Great Schools by Design video series.

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For more information or to order additional copies of this Discussion Guide, please visit www.archfoundation.org.